Exploring teaching writing techniques and strategies of secondary school English teachers: a case study / Suhana Ahmad

This study aimed at investigating teaching techniques and strategies followed by the English language teachers in a secondary school concerning writing practice inside the classroom. It also aimed at identifying the problems faced by the English language teachers in teaching writing. Previous resear...

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Main Author:	Ahmad, Suhana
Format:	Thesis
Language:	English
Published:	2014
Subjects:	Teaching (Principles and practice) Learning. Learning strategies
Online Access:	http://ir.uitm.edu.my/id/eprint/15588/ http://ir.uitm.edu.my/id/eprint/15588/1/TM_SUHANA%20AHMAD%20ED%2014_5.PDF

id	uitm-15588
recordtype	eprints
spelling	uitm-155882016-12-18T03:12:48Z http://ir.uitm.edu.my/id/eprint/15588/ Exploring teaching writing techniques and strategies of secondary school English teachers: a case study / Suhana Ahmad Ahmad, Suhana Teaching (Principles and practice) Learning. Learning strategies This study aimed at investigating teaching techniques and strategies followed by the English language teachers in a secondary school concerning writing practice inside the classroom. It also aimed at identifying the problems faced by the English language teachers in teaching writing. Previous researches have reported that most first year students at the local universities do not meet the requirement for writing skills in the English language. Despite the eleven years of formal teaching and learning of the English language in both primary and secondary schools, the students still do not master the required skills to help them at the university level. So, the study attempts to investigate the real situations in the secondary writing classrooms. The sample of the study consisted of four English language teachers who teach Form Four and Form Five students in a secondary school chosen to fit the purpose of the study. The instruments of the study were teacher interviews and classroom observations of writing lessons. Also, a set of questionnaire was developed based on a similar previous study for data triangulation purposes. Findings from the study show that process writing is the most dominant teaching writing technique demonstrated by the respondents. Shared task, on the other hand, is the most preferred teaching writing strategies among the teachers. Recommendations were also drawn out at the end of the study. 2014 Thesis NonPeerReviewed text en http://ir.uitm.edu.my/id/eprint/15588/1/TM_SUHANA%20AHMAD%20ED%2014_5.PDF Ahmad, Suhana (2014) Exploring teaching writing techniques and strategies of secondary school English teachers: a case study / Suhana Ahmad. Masters thesis, Universiti Teknologi MARA.
repository_type	Digital Repository
institution_category	Local University
institution	Universiti Teknologi MARA
building	UiTM Institutional Repository
collection	Online Access
language	English
topic	Teaching (Principles and practice) Learning. Learning strategies
spellingShingle	Teaching (Principles and practice) Learning. Learning strategies Ahmad, Suhana Exploring teaching writing techniques and strategies of secondary school English teachers: a case study / Suhana Ahmad
description	This study aimed at investigating teaching techniques and strategies followed by the English language teachers in a secondary school concerning writing practice inside the classroom. It also aimed at identifying the problems faced by the English language teachers in teaching writing. Previous researches have reported that most first year students at the local universities do not meet the requirement for writing skills in the English language. Despite the eleven years of formal teaching and learning of the English language in both primary and secondary schools, the students still do not master the required skills to help them at the university level. So, the study attempts to investigate the real situations in the secondary writing classrooms. The sample of the study consisted of four English language teachers who teach Form Four and Form Five students in a secondary school chosen to fit the purpose of the study. The instruments of the study were teacher interviews and classroom observations of writing lessons. Also, a set of questionnaire was developed based on a similar previous study for data triangulation purposes. Findings from the study show that process writing is the most dominant teaching writing technique demonstrated by the respondents. Shared task, on the other hand, is the most preferred teaching writing strategies among the teachers. Recommendations were also drawn out at the end of the study.
format	Thesis
author	Ahmad, Suhana
author_facet	Ahmad, Suhana
author_sort	Ahmad, Suhana
title	Exploring teaching writing techniques and strategies of secondary school English teachers: a case study / Suhana Ahmad
title_short	Exploring teaching writing techniques and strategies of secondary school English teachers: a case study / Suhana Ahmad
title_full	Exploring teaching writing techniques and strategies of secondary school English teachers: a case study / Suhana Ahmad
title_fullStr	Exploring teaching writing techniques and strategies of secondary school English teachers: a case study / Suhana Ahmad
title_full_unstemmed	Exploring teaching writing techniques and strategies of secondary school English teachers: a case study / Suhana Ahmad
title_sort	exploring teaching writing techniques and strategies of secondary school english teachers: a case study / suhana ahmad
publishDate	2014
url	http://ir.uitm.edu.my/id/eprint/15588/ http://ir.uitm.edu.my/id/eprint/15588/1/TM_SUHANA%20AHMAD%20ED%2014_5.PDF
first_indexed	2023-09-18T22:54:11Z
last_indexed	2023-09-18T22:54:11Z
_version_	1777417743814885376

Exploring teaching writing techniques and strategies of secondary school English teachers: a case study / Suhana Ahmad

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