Improving Writing Skills in English as a Second Language (ESL) through Feedback, Revising and Multiple Draft Writing: An Action Research

I Heleen Sandhya Fernando

doi:10.4038/caj.v4i0.31

Abstract

The present study was an action research which attempted to develop writing skills through feedback, revising and multiple draft writing, notions drawn from process approach to teach writing. The sample included ten teacher trainees enrolled in Diploma in Primary Teacher Training Program at a private educational institute. A pre-test and informal interviews were used for need analysis and the take-home writing assignments and students’ reflective journals were used for data collection. The intervention was carried out for ten months which included ten take-home assignments which were to be revised based on peer feedback and teacher feedback which led to the production of at least three drafts before the submission of the final draft. The drafts were quantitatively analyzed using analytic rubrics. The comparison of the marks obtained for the first draft and the final draft of each of the ten assignments, the comparison of the marks obtained for the ten final drafts and the comparison of marks obtained for the pre-test and the post- test were made for the purpose of measuring the effectiveness of the intervention. There was gradual but significant improvement of the writing skill in all the writing learners. Accomplishment of the use of grammar, syntax and vocabulary were clearly shown. The development displayed in content also was satisfactory. The style of writing and organizational skills also recorded, though little, some achievement. The implication of the study is that training the writing learner in the use of revising and multiple draft writing based on feedback could be very effective in improving writing skills in ESL learners which will lead to the subsequent quality production of the students’ take-home assignments.

Highlights

In Sri Lanka, with growing internationalization of higher education around the world, English is widely used as the medium of instruction at tertiary level
The present study reviewed comprehensive literature related to writing skills and the most relevant conceptual framework has been discussed under three sub themes: process approach to writing, portfolio as a strategy to improve writing skills and feedback as the central element in writing instruction
Action research becomes a very effective tool in the hands of the educator who strives for professionalism, who is enthusiastic to find a solution to a problem he or she has to face in the classroom

Summary

Introduction

In Sri Lanka, with growing internationalization of higher education around the world, English is widely used as the medium of instruction at tertiary level. Majority of the students enrolled in teacher training programmes face a greater challenge due to the language shift from their first language to English as the medium of instruction. Writing has always been a difficulty in English education and in the present context the learners are not an exception. As stated by Richards & Renandya (2002), writing is the most difficult skill for language learners to master. Many teachers do their best but receive little effect; students hardly achieve the RESEARCH OBJECTIVES

Objectives

Methods

Conclusion