Improving coherence and cohesion in writing among teenagers

Context: This exploratory research was conducted at Khashuri Public School No.1 in Georgia, where the author identified a significant challenge in students' writing performance despite their overall proficiency in English. The school environment supports language practice through various extra-curricular activities; however, students faced difficulties in writing, particularly regarding coherence and cohesion. Aims: The study aimed to investigate the factors contributing to the students' deficiencies in writing skills and to enhance eighth-grade students' coherence and cohesion. The author sought to understand students' feelings towards writing tasks, their application of learned writing strategies, and methods to encourage more writing. Methods: To gather comprehensive data, the author employed a mixed-methods approach consisting of a questionnaire, focus groups, and lesson observations. The questionnaire collected quantitative data on students' self-perceptions regarding their writing skills. The focus group, consisting of eight students, provided qualitative insights into their experiences and challenges with writing. Observations of writing lessons allowed the author to assess instructional practices and students' classroom behaviour in real-time. Findings: The analysis revealed that most students felt motivated when given writing tasks, although some expressed fear due to the potential for poor grades. Students preferred quiet settings for writing and indicated that group and pair work helped alleviate their anxiety. Time management and environmental factors were critical, with students noting the need for adequate time and fewer distractions. Some students were not fully utilising writing strategies and required clearer instructions and positive reinforcement to improve their skills. Implications: The findings suggest that the integration of specific writing strategies, such as brainstorming and planning, along with an emphasis on creating a supportive classroom atmosphere, could be beneficial in enhancing students' writing abilities. Additionally, fostering peer collaboration and providing personalised feedback may encourage student engagement and confidence in writing tasks. Other educators may find value in exploring similar approaches to address writing challenges within their own contexts.

Keywords (free text)

English language learning, writing skills, coherence, cohesion, classroom environment, student engagement, exploratory action research

Permanent link to cite this item

https://hdl.handle.net/20.500.14069/911
https://doi.org/10.71779/197

Collections

Teachers Researching their Practice: Explorations in the Georgian Classroom