Improving my students' writing skills
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Authors
Bravo, Claudia Sánchez
Issue Date
2019
Educational Level
ISCED Level 2 Lower secondary education
ISCED Level 3 Upper secondary education
ISCED Level 3 Upper secondary education
Curriculum Area
Geographical Setting
Mexico
Abstract
Context: This study was conducted by an English teacher in Metepec, Mexico, working with a group of 43 third-grade secondary students aged 13-15. The students had low English proficiency but showed motivation when using visual resources and working cooperatively. Writing was identified as their most challenging skill, prompting the teacher to explore strategies to improve their writing abilities.
Aims: The project sought to enhance students' writing skills by helping them effectively use writing strategies. The research aimed to understand the current teaching of writing processes, assess students' use of strategies, and identify their feelings and preferences about writing tasks.
Methods: Data were collected through peer observations of teaching practices and a student questionnaire about preferences, feelings, and strategy use. These methods provided insights into the pre- and while-writing support offered and students' engagement with writing activities.
Findings: Students expressed insecurity when writing, citing limited vocabulary and grammar knowledge as barriers. They preferred literary texts such as stories and poems but found academic texts more challenging. Pre-writing activities, such as brainstorming and describing pictures, were helpful in generating ideas, but students struggled with revising and editing. Peer observations revealed that while some strategies were taught, the teacher did not always verify their application.
Implications: The study underscores the importance of aligning writing instruction with students' interests and preferences. Other teachers might consider employing pre-writing activities to facilitate idea generation, pre-teaching relevant vocabulary, and incorporating self- and peer-evaluation to foster reflective writing practices. Continued focus on revising and editing strategies could address persisting challenges.
Aims: The project sought to enhance students' writing skills by helping them effectively use writing strategies. The research aimed to understand the current teaching of writing processes, assess students' use of strategies, and identify their feelings and preferences about writing tasks.
Methods: Data were collected through peer observations of teaching practices and a student questionnaire about preferences, feelings, and strategy use. These methods provided insights into the pre- and while-writing support offered and students' engagement with writing activities.
Findings: Students expressed insecurity when writing, citing limited vocabulary and grammar knowledge as barriers. They preferred literary texts such as stories and poems but found academic texts more challenging. Pre-writing activities, such as brainstorming and describing pictures, were helpful in generating ideas, but students struggled with revising and editing. Peer observations revealed that while some strategies were taught, the teacher did not always verify their application.
Implications: The study underscores the importance of aligning writing instruction with students' interests and preferences. Other teachers might consider employing pre-writing activities to facilitate idea generation, pre-teaching relevant vocabulary, and incorporating self- and peer-evaluation to foster reflective writing practices. Continued focus on revising and editing strategies could address persisting challenges.
Description
Keywords (free text)
english as a foreign language , writing skills , pre-writing activities , student engagement , self-evaluation , peer evaluation , exploratory action research