How to enhance students' writing skills?
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Authors
Juiboonmee, Menada
Issue Date
2023
Educational Level
ISCED Level 3 Upper secondary education
Curriculum Area
Geographical Setting
Thailand
Abstract
Context: This research was conducted in a rural school in Thailand, focusing on Grade 12 students (17-18 years old) to address challenges in English writing skills.
Aims: The study aimed to enhance students' writing skills, specifically targeting their ability to write accurately and expressively in English.
Methods: Employing questionnaires, peer observations, and reflective journals, the research explored students' preferences in writing tasks, reasons behind writing errors, and feelings about sharing written experiences. It also examined the teacher's role in supporting accurate writing through a process-writing approach.
Findings: Students preferred writing tasks that were relatable to their lives and expressed difficulties in using vocabulary and syntax effectively. A process-writing approach, which included pre-writing, drafting, revision, editing, and sharing stages, improved students' vocabulary acquisition and writing confidence.
Implications: The study highlights the effectiveness of the process-writing approach in improving students' writing skills and suggests the need for vocabulary support, practice, and detailed feedback in the classroom.
Aims: The study aimed to enhance students' writing skills, specifically targeting their ability to write accurately and expressively in English.
Methods: Employing questionnaires, peer observations, and reflective journals, the research explored students' preferences in writing tasks, reasons behind writing errors, and feelings about sharing written experiences. It also examined the teacher's role in supporting accurate writing through a process-writing approach.
Findings: Students preferred writing tasks that were relatable to their lives and expressed difficulties in using vocabulary and syntax effectively. A process-writing approach, which included pre-writing, drafting, revision, editing, and sharing stages, improved students' vocabulary acquisition and writing confidence.
Implications: The study highlights the effectiveness of the process-writing approach in improving students' writing skills and suggests the need for vocabulary support, practice, and detailed feedback in the classroom.
Description
Keywords (free text)
english as a foreign language , writing , process writing approach , exploratory action research