The Impact of the Round Table Technique in Paragraph Writing: A Study Based on Grade 11 Learners of English as a Second Language

Abstract

This study aimed to investigate the impact of the round table technique in paragraph writing and examine learners' perceptions of applying the round table technique in paragraph writing. An experimental research design addressed via a mixed-method approach was implemented, which involved 40 grade 11 English as a Second Language (ESL) learners of Sri Saranankara Sangaraja Maha Vidyalaya in the Kurunegala district in Sri Lanka. Quantitative data were collected using the pre-test and post-test and were analyzed by using Statistical Package for the Social Sciences (SPSS) Statistics. Qualitative data were collected through semi-structured interviews and analyzed through thematic analysis. The study's findings revealed the mean difference between the post-test scores of the experimental and control group was 3.75 with the standard deviation of 1.997, and the significant level was 0.000. Furthermore, results obtained in the independent sample t-test showed that the significant value generated Sig. (P value) = 0.000 < 0.05 while accepting the H1. It means there is an impact of the round table technique on paragraph writing. Moreover, findings indicated that the students in the experimental group positively perceived the round table technique as improving their writing skills in paragraph writing incorporating writing stages while creating a learner-centered classroom as a cooperative technique. This study serves ESL practitioners by adopting an effective writing technique in teaching paragraph writing.