Improving writing skills in English through formal and informal letters

Context: The study focuses on letter-writing skills among students in a Georgian public school, particularly among those aged 14-17. The principal and English language teacher observed that students struggled with spelling, grammar, and idea generation while writing both formal and informal letters. Aims: The primary objective of the research was to understand students' preferences in letter writing and the challenges they encounter. Specific exploratory questions were formulated to investigate the amount of class time dedicated to writing, the difficulties faced by students, and their preferences between formal and informal letter types. Methods: Data collection involved a combination of methods including questionnaires, focus groups, and observations. A questionnaire with 13 questions assessed students' motivation and feelings about writing, while focus groups involved 30 students discussing their writing experiences and challenges. Additionally, lesson observations were conducted to provide insights into classroom dynamics and instructional support. Findings: Results indicated that writing practice occurred for only 15-20 minutes twice a week, which was deemed insufficient by the majority of students. They reported significant difficulties with spelling, vocabulary, grammar, and distinguishing between formal and informal language. Most students expressed a preference for informal letter writing due to its relevance in social communication, although they recognised the importance of both letter types for various contexts. Implications: The findings suggest that enhanced writing practice is necessary for student improvement in this area. The data highlighted the need for more focused activities addressing spelling and vocabulary, alongside explicit teaching of formal and informal writing characteristics. The study underscores the utility of action research for teachers in understanding classroom dynamics and refining instructional strategies in English language education. Other educators might find value in applying similar exploratory methods to assess and adapt their teaching practices based on students' needs.

Keywords (free text)

English language learning, letter writing, writing skills, student difficulties, exploratory action research

Permanent link to cite this item

https://hdl.handle.net/20.500.14069/923

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Teachers Researching their Practice: Explorations in the Georgian Classroom