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We aimed basically, through this paper, to investigate the extent to which academic achievement may contribute to developing the students’ intercultural effectiveness. To attain such an aim, we selected the intercultural effectiveness scale as the research tool. It was addressed to sixty third year students of English in the Department of English at Constantine University, divided into two groups according to their high or low academic achievement in English for measuring particular capacities and skills viewed as indispensable components in a culturally diverse environment. The analysis of the data gathered has showed that students with high academic achievement are more interculturally effective than students with low academic achievement.

The present study sets out to investigate the extent to which comprehension of discourse structure levels accounts for competence in EFL writing organization. More specifically, it seeks to enhance the students’ awareness regarding the significance of the macrostructure and microstructure notions in writing through reading as a main source of language input and accumulation. The study has been conducted with two writing classes assigned to an experimental group and a control group. To compare the subjects’ performance in terms of the effective use of some aspects of discourse structure levels, a pre-test prior to a treatment and a post-test after the treatment have been administered in the form of in-class expository essays. Following the collection of the post-test essays, a questionnaire has been given to the experimental group subjects to elicit their opinions about the role of reading in the comprehension of discourse structure levels. The findings of the study have demonstrated a significant improvement of the experimental group in all aspects of discourse structure, while the control group has actually lowered its scores on some aspects and made insignificant improvement in others. Ultimately, the study has indicated that reading could be the best technique to develop the sense of discourse organization.