The Relationship Between Functional Writing and Linguistic Intelligence: Validation and Correlation

This research aimed to ascertain the level of Functional Writing (FW) skills and their correlation with LI (LI) among English as a Foreign Language (EFL) majors. Employing an analytical descriptive methodology, the study involved the development and validation of instruments, including lists of FW and LI skills, alongside corresponding tests. A sample of 60 EFL Majors participated, with data collected and statistically analyzed. The study resulted in a final list of 28 FW skills categorized into six themes, and 20 LI skills categorized into 4 themes. The findings also indicated a moderate level of FW skills (56.69) and LI skills (56.04) among the students. Crucially, a positive correlational relationship (r = 0.651, p= 0.001, <0.05) was identified between students' mastery of FW skills and their LI level. This shows that English majors with stronger FW skills also tend to have stronger LI skills, and vice versa

Language serves as a cornerstone of human existence, underpinning communication, articulation of thought and emotion, and intergenerational transmission of cultures and scientific knowledge. Proficiency in any language fundamentally hinges upon mastery of its core skills: listening, speaking, reading, and writing. Among these, writing holds a uniquely pivotal position as a primary conduit for human interaction, enabling individuals to articulate complex ideas, sentiments, and requirements (Graham, 2006; Bangert-Drowns et al., 2004; Smyth, 1998). Indeed, writing is widely regarded as one of the most profound intellectual achievements, functioning as an indispensable tool for the preservation and dissemination of heritage, as well as for meticulous recording