Teaching writing in large classes
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Authors
Katamadze, Natia
Issue Date
2024
Educational Level
ISCED 2: Lower Secondary Education
Curriculum Area
Geographical Setting
Georgia
Abstract
Context: The research was conducted at Batumi Public School No.14 in Georgia, where the teaching environment comprises approximately 2,000 students from various backgrounds, many of whom face challenges due to their rural origins and familial disengagement. The study focused specifically on a ninth-grade class of 27 students, all aged 14-15, with mixed proficiency levels in English, particularly struggling in writing.
Aims: The primary aim of the study was to investigate the reasons behind students' lack of motivation and low performance in writing tasks. The researcher sought to understand the difficulties students faced, the effectiveness of the support provided, and what measures could engage all students during writing exercises.
Methods: To address these aims, three exploratory questions were framed, focusing on students' challenges in writing, feedback mechanisms from the teacher, and engagement strategies. The methodology included the administration of student questionnaires, reflective journaling by the researcher, and classroom observations conducted by a colleague.
Findings: Data analysis revealed that while 17 out of 26 students felt motivated, they faced numerous writing challenges, primarily linked to grammar, vocabulary, and structuring their thoughts. A significant number of students expressed a tendency to avoid writing tasks altogether. Observational notes suggested that while some students received support, others did not, indicating a gap in encouragement during writing lessons.
Implications: The findings highlight the complex nature of students' writing difficulties, particularly the need for improved grammar and vocabulary knowledge. They also suggest that personal engagement and tailored feedback are essential for student motivation in writing. Other educators may glean insights regarding the importance of individualised attention in diverse classrooms to enhance writing skills and bolster student confidence during writing tasks. As the researcher continues to implement an action plan targeting identified challenges, positivity in student participation suggests potential pathways for improved outcomes in writing proficiency.
Aims: The primary aim of the study was to investigate the reasons behind students' lack of motivation and low performance in writing tasks. The researcher sought to understand the difficulties students faced, the effectiveness of the support provided, and what measures could engage all students during writing exercises.
Methods: To address these aims, three exploratory questions were framed, focusing on students' challenges in writing, feedback mechanisms from the teacher, and engagement strategies. The methodology included the administration of student questionnaires, reflective journaling by the researcher, and classroom observations conducted by a colleague.
Findings: Data analysis revealed that while 17 out of 26 students felt motivated, they faced numerous writing challenges, primarily linked to grammar, vocabulary, and structuring their thoughts. A significant number of students expressed a tendency to avoid writing tasks altogether. Observational notes suggested that while some students received support, others did not, indicating a gap in encouragement during writing lessons.
Implications: The findings highlight the complex nature of students' writing difficulties, particularly the need for improved grammar and vocabulary knowledge. They also suggest that personal engagement and tailored feedback are essential for student motivation in writing. Other educators may glean insights regarding the importance of individualised attention in diverse classrooms to enhance writing skills and bolster student confidence during writing tasks. As the researcher continues to implement an action plan targeting identified challenges, positivity in student participation suggests potential pathways for improved outcomes in writing proficiency.
Description
Keywords (free text)
English language learning, writing motivation, student engagement, vocabulary learning, exploratory action research