Students' difficulties during spelling tasks
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Authors
Akinseye, Isaac
Issue Date
2023
Educational Level
ISCED 2: Lower secondary education
Curriculum Area
Geographical Setting
Djibouti
Abstract
Context: The study examines spelling difficulties among Year 9 students aged 13-16 at Community Junior High School Idata-Ilagbo in Lagos State, Nigeria. The rural setting and lack of English instruction contribute to students' poor English language background.
Aims: To investigate students' perceptions of spelling tasks, their engagement in class activities, and the effectiveness of instructional strategies to improve spelling skills.
Methods: A mixed-method approach was used, including focus group discussions with seven students, classroom observations by a colleague, and reflective journaling by the teacher to understand and address the students' spelling difficulties.
Findings: Students generally had a positive perception of spelling tasks, although some expressed fear. The study identified a need for earlier introduction of spelling words and found that practice and group activities enhanced students' performance and confidence in spelling.
Implications: Early distribution of spelling words and incorporation of group practice can improve spelling skills. Tailoring spelling tasks to students' proficiency levels and ensuring active engagement can foster a better learning environment and enhance spelling competencies.
Aims: To investigate students' perceptions of spelling tasks, their engagement in class activities, and the effectiveness of instructional strategies to improve spelling skills.
Methods: A mixed-method approach was used, including focus group discussions with seven students, classroom observations by a colleague, and reflective journaling by the teacher to understand and address the students' spelling difficulties.
Findings: Students generally had a positive perception of spelling tasks, although some expressed fear. The study identified a need for earlier introduction of spelling words and found that practice and group activities enhanced students' performance and confidence in spelling.
Implications: Early distribution of spelling words and incorporation of group practice can improve spelling skills. Tailoring spelling tasks to students' proficiency levels and ensuring active engagement can foster a better learning environment and enhance spelling competencies.
Description
Keywords (free text)
english as a foreign language , writing , spelling , exploratory action research