Effect of Teaching Strategies on English Writing Skills of Third-Year Students at FSU, Lecture notes of English

Download Effect of Teaching Strategies on English Writing Skills of Third-Year Students at FSU and more Lecture notes English in PDF only on Docsity! 1 RELATIONSHIP BETWEEN TEACHING STRATEGIES AND THE LEVEL OF ENGLISH WRITING SKILLS OF THIRD-YEAR ENGLISH MAJOR STUDENTS OF FATHER SATURNINO URIOS UNIVERSITY A Thesis Proposal Presented to the Faculty of Teacher Education Program Father Saturnino Urios University Butuan City In Partial Fulfilment of the Requirements for the Course IC-RES 130-Elements of Research by Bacat, Claire Nicole E. Filipino, Rainises II L. Manguiran, Ella Mae K. Mapula, Kimberly L. 2 TABLE OF CONTENTS Title Page Page CHAPTER 1 1 The Problem and Review of Literature Background of the Study 3 Review of Related Literature 6 Theoretical Framework 15 Conceptual Framework 16 Paradigm of the Study 18 Statement of the Problem 19 Significance of the Study 20 Scope and Limitation 21 Definition of Terms 22 2 Research Methodology Research Design 24 Research Environment, Population and Sample 24 Sampling Technique 25 Research Instrument 26 Ethical Considerations 26 Data Gathering Procedure 27 Data Analysis/Statistical Treatment 27 Bibliography 29 Appendix 34 Research Instrument 5 This paper will also determine how Third Year English major students who took up Jeep Accelerate 1 have consistently encountered factors that have caused them to recognize the difficulties of constantly providing themselves with opportunities for writing development. With this opportunity, the researchers will be able to draw conclusions that will primarily inform and suggest instructors with relevant factors in implementing interventions in the teaching and learning process regarding the development of writing skills. We will be able to provide relevant knowledge that will positively influence the recent instructional delivery and strategies used by the English teachers, as well as assist future potential teaching and learning interventions. 6 Review of Related Literature This section presents the review of literature and other studies that are related to the present study. Writing Skills English is a language widely spoken around the globe. About 1,121 billion people regardless of natives or non- natives speak English (World Population Review 2019). It is a language that bridge people in different sectors. Mastering writing skills is important due to its need in almost all the professions which need documentation, especially in this era. It is necessary to enter any modern workplace with good writing skills. According to Zhu (2004), business world requires and expect potential employers with good writing skills and they are seen as the clients of corporate world. Therefore, it is vital to equip oneself with good writing skills to get appointed and to disclose to more job opportunities. Zhu (2004) went on to say that Academic writing necessitates a foundation of basic or general writing skills in order to comprehend various methods of ideas and interaction. Aside from that, writing encourages creativity, imagination, and comprehension. As a result, teaching writing skills in primary schools is required, as it is a crucial 7 skill in communication in today's globalized world (Hyland, 2015). In general, writing is so vital that it is used to transfer information more than any other medium. As a result, in order to accomplish their academic goals, students must have good writing skills requirements in the workplace. Teachers must drive students to enhance their writing skills by giving education in writing processes and norms, such as grammatical rules and writing practice. Writing has always been seen as an important skill in English language acquisition. This importance is due to the fact that it reinforces grammatical structures and vocabulary that educators strive to teach their students. It is the area in which learners need to be offered adequate time to develop their writing skill, therefore more time should be devoted to it in classrooms containing ELLs so that they will be prepared to effectively communicate in real life as well as academic situations (Ismail, 2007). One of the main objectives of Teaching English as a Foreign Language (TEFL) is to assist learners in mastering the skill of writing and enabling them to write effectively and interactively, especially given that communicative goals are among the top priorities of current trends in English language teaching (Alodwan & Ibnian, 2014) 10 and prior preparation. While the context for online and face- to-face courses differs, the overarching best practices for education are the same (Lestiyanawati, 2020). According to a previous study conducted by Atmojo & Nugroho (2020), EFL teachers employed a learning management system, chat and message, video conference, content maker, video streaming and sharing, and an additional resource to execute online teaching. In the study of Twigg (2005), the introduction of online tutorials, automated feedback, small discussion groups, and a supportive learning community to assist students in topic mastery are the essential components of course redesign. The participation of students in online discussions is influenced by educators' actions (Kuboni & Martin, 2004). Peer-to-peer interaction, active student engagement in learning, emphasis on practice and student effort, personalization to the individual student, variety, and emphasis on higher cognitive processes are among the six principles for effective instruction (Miller, 2014). Miller went over some additional strategies to consider while teaching online courses that are not included in face-to-face classes. Since online courses are typically asynchronous, instructors must examine how to incorporate the use of synchronous activities. It is impossible to make assumptions 11 about a student's capacity to use technology in a class (Miller, 2014). Ayua (2017) claimed that delivering feedback comprises providing knowledge of findings, questioning, visual aids, information assessment of performance, and other immediate sources of feedback. The teacher can use the feedback to adapt the lessons as appropriate. Another strategy for improving learning and engagement in online courses is peer collaboration (Niess & Gillow-Wiles, 2013). According to the findings of Lestiyanawati's (2020) study, teachers used three different teaching strategies: utilizing simply online chat, using video conference, and integrating both online chat and video conference in the online teaching and learning process. They claimed that content should contain collaborative activities with rubrics that describe interaction and engagement standards. All educators are aware that each student has a unique learning style, but the challenge is to cater to all of them with an effective teaching technique (Jalbani, (2014). Students, some of whom are future teachers, who are behind the walls of their classrooms would gain a set of skills, knowledge, and practicality if teaching strategies were redefined (Aydin, 2013). Hedgcock (2005) has pointed out that the common perception that exists about teachers’ corrections and 12 scripts on writing has been considered by all experts as both error correction and feedback. He concluded that a variety of factors can influence experts' feedback, including the students' proficiency level, educational prospects and needs, the writing task itself, the trainer, and so on, and that the conclusion about the effect of feedback in second language writing may be "a long way off." Feedback is defined as information on a student's performance value and excellence that is provided to him or her. Feedback has also been used in other research as an experience that promotes self-directed learning. According to Gue'nette (2007), there has been debate about the value of teachers' input in research investigations. Writing in a second language However, diverse perspectives on providing remedial comments to writing students in order to improve their writing accuracy may exist. Creating a Conducive Learning Environment The learning environment, however, goes beyond the layout and facilities of the classroom. It also includes instructors' relationships with their students (Zpeke & Leach, 2010).The literature suggests that learners become more engaged within a supportive learning environment when instructors respect them and appreciate their responses 15 language accuracy and the role of writing in the learning process. Theoretical Framework The research is coined on Vygotsky’s Sociocultural theory of Writing. We situate our work within the socio- cultural (Vygotsky, 1978) framework because of its focus on culture and its use as a mediation tool for learning – it suggests that learning is an interactive social endeavor and therefore, there is a wealth of cultural and linguistic resources which teachers can use during classroom instruction to address literacy learning. It gives importance to motivation, affect, and social influences as components of writing (Hodges 2017). In other words, it explains human learning as a social process and how human intelligence originates in society or culture. Another key point in this theory is socialising or interaction is crucial in developing the mental action or process to acquire knowledge. Vygotsky introduced Zone of Proximal Development (ZPD) which explains that students need help and socializing to develop themselves (Vygotsky 1978). The study is related to and supported by the 16 said theory since it attempts to address external factors that may influence learning, specifically teaching strategies in relation to English language learners' writing skills. This Therefore, in an ESL writing classrooms, students need collaboration with peers and scaffolding from the teachers as well as peers. Conceptual Framework The study aims to determine teaching strategies in relation to the writing skills in English of third-year major in English students of Father Saturnino Urios University. Figure 1 shows the research paradigm. The independent variables are teaching strategies in the development of the writing skills in English which is measured in terms of delivery of instruction, written corrective feedback, and writing instruction. The delivery of instruction determines if the teacher communicates well and able to facilitate the learning style of students in discussing the lesson. Teaching strategies used by the teacher in assessing the learning of students to determine if they are effective and efficient in developing the writing skills of students. 17 The dependent variables are the level of writing skills in English which is measured in terms of writing conventions including spelling, grammar, punctuation and capitalization. The said basics of writing will serve as an important foundation for learners in effective written communication. Hence, the researcher could easily determine if both the independent and dependent variables aforementioned have significant relationship between teaching strategies and the students’ level of writing skills in English. 20 Significance of the study This study would be significant to the following groups and can give contribution to the English major students who are learning and developing their skills. Also, to the teachers in which they can gather ideas on how to manage English major students in developing their writing skills. English Students. The study may provide them insights into their strengths and weaknesses of the English language and enhance their writing skills to be proficient in their written communication activity. It will also provide the students a wide horizon to be globally competitive and be prepared to the world of work. English Teachers. The result of the study may direct them to look deeper into the parts of their English syllabi that need some improvement, enrichment or revision. This may help them to adopt appropriate teaching strategies and set up more relevant remedial measures to enhance students' knowledge of the English language and their English writing proficiency. It will also enable them to assess themselves on how they can contribute to the writing skill of the students and help them to produce better quality and proficient students. 21 Teachers. This study will benefit the teachers especially those who handled English major students mainly because they will be able to know the status of students’ performance in an online class setting. Knowing this may enable them to reconsider their teaching strategies and consider new approaches to developing students' writing skills. Future Researchers. This may serve as their guide if they desire to conduct a similar study in their respective institutions and consider other variables not included in the present study. Scope and Delimitation This study aims to determine teaching strategies in the development of the writing skills in English of third-year major students of Father Saturnino Urios University. The independent variable is the teacher competencies measured in terms of mastery of the delivery of instruction, written corrective feedback and motivations. The dependent variable is the students’ writing skill in English measured in terms of spelling, grammar, punctuation and capitalization. The respondents of the study will be the third-year major in English students of the Teacher Education program of Father 22 Saturnino Urios University. The used in the selection of the respondents. The study focused only to the teaching strategies in terms of delivery of instruction, written corrective feedback and motivations. Also, on writing skills in English in terms spelling, grammar, punctuation and capitalization. Definition of Terms To ensure a clearer understanding of the words used in this study, the following terms were operationally defined. Writing skills. Specific abilities which help writers put their thoughts into words in a meaningful form and to mentally interact with the message. Delivery of Instruction. It refers as how the teacher explains the material clearly and in ways that are easy to understand to help students develop high order thinking skills in writing. Teaching Strategies. This refers to the methods that teachers use to deliver course material in ways that keep students engaged and practicing different skill sets Written corrective feedback. Defined as direct or indirect error correction, words of encouragement or praise, 25 is shifted online, thus, the students are using the NEO LMS as the portal for the online classes. The respondents of this study are bonafide Third Year English major students who took up JEEP Accelerate 1 of Father Saturnino Urios University, Butuan City enrolled for the whole School Year 2021-2022. The total population of Third Year English major students of Father Saturnino Urios University, is twenty (20) students. All of the third year English major students are the primary source of information for the data collection of the study. Sampling Technique The researchers asked for the official class list of the Third Year English major students of Father Saturnino Urios University, with permission from the Dean of Teacher Education Program. The respondents of the study are the Third Year English major students of Father Saturnino Urios University. The non-probability sampling design using the purposive sampling technique will be used in the selection of the respondents. 26 Research Instrument The instrument of this research will be research questionnaire. The questionnaire will consist of two sets of questions, one would be the teaching strategy. In this part, the content of the questionnaire will be some questions about the teaching strategy developing the students’ English writing skills. The respondent will alternatively choose the answer between 1 to 3. 1 count as always and 3 represent never. The second part will consist of questions about the English writing skills namely; spelling, grammar, punctuation and capitalization. In this part, there will be choices and they will choose whichever they think is correct. Ethical Considerations The researchers will conduct a survey of selected Father Saturnino Urios University respondents using an online Google form. The responders will be formally asked for their consent and permission through an online letter. The letter is intended to reassure respondents that they are free to withdraw from the survey at any time. The researchers will politely message the respondents to be a part of the study and will also orient them on ethical considerations such as the confidentiality of their identities and that all information obtained from them is confidential and used only 27 for study purposes when they ask permission to participate in the survey. Data Gathering Procedure The researcher will formulate a letter requesting the Dean of the Teacher Education Program of Father Saturnino Urios University for permission to allow the researchers to undertake a study among the respondents. Upon its approval, the researcher will conduct the distribution of the questionnaire to the target respondents through Google forms or through e-mail. After the retrieval of the questionnaire, the data collected will be tallied, analyzed using the appropriate statistical tools. Statistical Treatment The following statistical techniques will used in the study. Weighted Mean. This statistical technique will be used to calculate and determine the average of the items on teacher competencies and student’s level of writing skills. Pearson Product Moment Correlation Coefficient. This statistical technique will be used to determine the reliability coefficient of the research instrument and the 30 Bailey, G. D. (1983). Teacher-Designed Student Feedback: A Strategy for Improving Classroom Instruction. Washingtom, D.C.: National Education Association. Baratta, A., & Jones, S. (2008). Using film to introduce and develop academic writing skills among UK undergraduate students. Journal of Educational Enquiry, 8(2), 15-37. Alzaanin, E. I. (2014). Investigating the pedagogical practices of EFL writing teachers in Palestinian universities: A cognitive-ecological perspective. Victoria University of Wellington. PhD Dissertation. López, F (2018). Building Writing Skills in English in Fifth Graders: Analysis of Strategies Based on Literature and Creativity. Hussain, S.S. (2017). Teaching Writing to Second Language Learners: Bench-marking Strategies for Classroom. Arab World English Journal, 8 (2). 31 Aydin, H. (2013). Interaction between teachers and students in online learning. Journal of Environmental Protection and Ecology, 14(3A), 1335-1352. Ayua, G. A. (2017, September). Effective teaching strategies. In Orientation and Refresher Workshop for Teachers. https://doi. org/10.13140/RG (Vol. 2, No. 34147.09765). Atmojo, A.E.P., & Nugroho, A. (2020). EFL Classes Must Go Online! Teaching Activities and Challenges during COVID-19 Pandemic in Indonesia. Register Journal, 13(1), 49-76. Fatima, Q., Qureshi, A. M., & Tatlah, I. A. (2021). Relationship between teaching strategies and students' achievement in English writing skills at secondary level. Ilkogretim Online, 20(5). Gue´nette, D. (2007). Is feedback pedagogically correct? Research design issues in studies of feedback on writing. Journal of Second Language Writing, 16, 40-53. Hedgcock, J., & Lefkowitz, N. (1996). Some input on input: Two analyses of student response to expert feedback in L1 writing. Modern Language Journal, 80(3), 287-308. 32 Jalbani, L. N. (2014). The impact of effective teaching strategies on the students’ academic performance and learning outcome. Munich: GRIN Verlag. Accessed November, 23, 2018. Kuboni, O., & Martin, A. (2004). An assessment of support strategies used to facilitate distance students’ participation in a web-based learning environment in the university of the west Indies. Distance Education, 25(1), 7- 29. http://dx.doi.org/10.1080/0158791042000212431. Lestiyanawati, R. (2020). The strategies and problems faced by Indonesian teachers in conducting e-learning during COVID- 19 outbreak. CLLiENT (Culture, Literature, Linguistics, and English Teaching), 2(1), 71-82. Miller, M. D. (2014). Minds Online: Teaching effectively with technology. Cambridge, MA: Harvard University Press. Niess, M., & Gillow-Wiles, H. (2013). Developing asynchronous online courses: Key instructional strategies in a social metacognitive constructivist learning trajectory. 35 4. When your teacher provides feedback in English, to what degree do you understand it? 5. To what degree do you prefer feedback in English? 6. To what degree do you want your teacher to correct every mistake you have made? 7. Does your teacher's feedback help to improve your writing? 36 B. Writing instruction Always Sometimes Never 1. He/she would let us watch videos and write something about what we have learned 2. He/she provides a model of teaching materials which could be used as a reference in writing English. 3. Engages students in diverse activity structures: individual, collaborative, and whole group 4. He/she provides a model of teaching 37 materials with clear instruction. 5. Gives short-answer written questions on material read. 6. Gives paragraph- length written responses about what students have read. 7. Applies the writing assessment criteria of the activities as established in the subject’s curriculum 40 Appendix B I. GRAMMAR TEST Directions: Read each question carefully, and then circle the answer that best fits the question. Questions Options 1. The first letter of the first word in a sentence should be A. a large letter B. a capital letter 2.The order of a basic positive sentence is A. Subject-Verb-Object B. Verb-Object-Subject 3.Every sentence must have a subject and A. a verb B. an object 4.A plural subject need A. a singular verb B. a plural verb 5.When two singular subjects are connected by or, use A. a singular verb B. a plural verb 6.Adjectives usually come A. before a noun B. after a noun 7. The terms "its" and "it's" have A. the same meaning B. different meanings 41 8. Which is correct? A. You're looking good B. Your looking good II. Capitalization 1. Choose the correct sentence. C. He lives in The Pacific Northwest. D. He lives in the Pacific northwest. 2. Is this letter correct? Dear Mr. Wilson Smith, I regret that Kevin and i will not be able to attend your retirement party at Harry’s house of hoses. Truly Yours, Mary Jones A. True B. False 3. Which of the following sentences uses capital letters CORRECTLY? A. My mom refuses to give me driving lessons in the new corolla. B. My mom refuses to give me 42 driving lessons in the new Corolla. C. My Mom refuses to give me driving lessons in the new Corolla. D. My Mom refuses to give me driving lessons in the new corolla.\ 4. Which one of the sentences below uses the correct capitalization? A. Steven has one older brother. B. Do you know how to Multiply? C. My shirt got dirty at lunch today 5. Which of the following sentences uses capital letters CORRECTLY? A. Family day falls on February 15 this Year. B. Family Day falls on February 15 this year. C. Family day falls on february 15 this year. D. Family Day falls on February 15 this Year. 6. Choose the correct A. He lives in the Pacific 45 III. Punctuation Test Questions Options 1. The ________ was a period of great achievements. It followed the ________ ________ and lasted from the 14th ________ until 1600. A. Renaissance, Middle Ages, Century B. Renaissance, Middle Ages, century C. Renaissance, middle ages, century D. renaissance, middle ages, century 2. Which of the following is correct? A. The weather this winter has been: windy, wet, and unpredictable. B. The weather this winter has been windy, wet, and unpredictable. 3. Which of the following is correct? A. Waiting for the storm to stop I was anxiously looking out the window. B. Waiting for the storm to stop, I was anxiously looking out the 46 window. 4. Which of the following is correct? A. The table was set -- knives, forks, candlesticks -- all were set up correctly. B. The table was set-knives, forks, candlesticks all were set up correctly. 5. Which of the following is correct? A. A friend of mine works as a translator for U.N.. B. A friend of mine works as a translator for U.N. C. A friend of mine works as a translator for UN. 6. Semicolons and colons should always be placed outside the closing quotation marks. A. True B. False 7. Which of the following is correct? A. Harvey is a good driver, moreover, he is a very friendly one. 47 B. Harvey is a good driver. Moreover he is a very friendly one. C. Harvey is a good driver; moreover, he is a very friendly one. 8. Is this sentence correct? Quantum mechanics is a branch of physics, it was initially developed to explain atoms. A. This sentence has a comma splice. B. This is a sentence fragment. C. This is a run-on sentence. 9. Is this sentence correct? Mary came home from work early she had been feeling ill all morning. A. This sentence has a comma splice. B. This is a run-on sentence. C. This is a sentence fragment. 10. Is this sentence correct? Since you drew the short straw. You must walk to the gas station A. This sentence has a comma splice. B. This is a sentence fragment. C. This is a run-on