Perceptions of students and issues in teaching and learning writing
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Authors
Tharamanit, Anuchit
Issue Date
2023
Educational Level
ISCED 3: Upper secondary education
Curriculum Area
Geographical Setting
Thailand
Abstract
Context: At Takpittayakhom School in Tak Province, Thailand, this study explores the challenges Year 12 students (17-18 years old) face in writing English, particularly grammatical accuracy and sentence construction.
Aims: To improve students' grammatical competence in writing through task-based language teaching and the GPAS 5 Step model, focusing on collaborative group work.
Methods: The study employed video recordings, attitude questionnaires, and observation forms to investigate students' attitudes towards English writing, common grammatical errors, and difficulties in free writing tasks.
Findings: Students struggled with thinking in Thai and writing in English, experiencing high levels of uncertainty and foreign language anxiety. Main difficulties included grammar (83.33%), vocabulary (64.58%), and word choice (18.75%). The preferred feedback method was teacher corrections.
Implications: The study highlights the value of engaging and supportive teaching strategies to address grammatical and vocabulary challenges. Promoting group work, providing clear feedback, and using task-based activities can enhance students' writing skills and reduce anxiety.
Aims: To improve students' grammatical competence in writing through task-based language teaching and the GPAS 5 Step model, focusing on collaborative group work.
Methods: The study employed video recordings, attitude questionnaires, and observation forms to investigate students' attitudes towards English writing, common grammatical errors, and difficulties in free writing tasks.
Findings: Students struggled with thinking in Thai and writing in English, experiencing high levels of uncertainty and foreign language anxiety. Main difficulties included grammar (83.33%), vocabulary (64.58%), and word choice (18.75%). The preferred feedback method was teacher corrections.
Implications: The study highlights the value of engaging and supportive teaching strategies to address grammatical and vocabulary challenges. Promoting group work, providing clear feedback, and using task-based activities can enhance students' writing skills and reduce anxiety.
Description
Keywords (free text)
english as a foreign language , grammar , sentence construction