Action Research on: English Writing Skill of the Tertiary Level Students of the Colleges of Dhaka City, Bangladesh (original) (raw)
North South University, 2020
This paper aims to conduct a secondary research on the problems of developing writing skills at the tertiary level of Bangladesh. Writing is an advance language skill. It has great significance at the tertiary level. English as a global language is the international medium of scholarship and trade. A good English writing skill gives ESL students an opportunity to use their cognitive abilities to the fullest and express their ideas effectively for a wider audience. The state of English language teaching and learning in Bangladesh is not conducive to developing the writing skills of the students. This study reviews a number of secondary empirical studies on the research topic. The secondary data is acquired from previous research works and books relevant to the topic. The analysis finds several influencing factors responsible for academic writing difficulties at the tertiary level— using vernacular in the classroom, faulty teaching method, low proficient instructors, gap between language policy and implementation, limited vocabulary, overgeneralization of Bengali grammar rules with English, weak grammatical foundation, and a lack of writing courses at the tertiary level are some of the crucial factors. The research sheds light on some of the recurrent writing errors of the students. The tertiary students of Bangladesh struggle with grammatical mistakes, punctuation errors, spellings, coherence and cohesion, paraphrasing, structural problems, and referencing or citation. On the basis of these empirical literature, the current study recommends some solutions to improve the writing skill of the students. An effective ELT curriculum for secondary and higher secondary levels in the need of the hour. Moreover, a separate academic writing course guided by efficient instructors may help improving the writing skills of the students at tertiary level.
This study would attempt to find out the techniques used in the different schools of Bangladesh for the improvement of the students' writing skills in English (L2). In Bangladesh, most of the cases, it is seen that students fail to acquire the proficiency over writing skills. As a result, they fail to overcome the challenges of writing different things in every steps of their life properly. Again, they by studying so many years in academic levels do not have that much control over writing skills. That's why this study would investigate the issue of using teachers' techniques in the classroom to overcome the grammatical problems, vocabulary problems, spelling mistakes and some other issues regarding the writing skills. The purpose of this study have been cleared by the investigation of the data analysis and sampling. The paper would conclude by stating some scopes for the further investigation.
International Journal of Science and Research (IJSR), 2016
Language is human speech either spoken or written and most common system of communication. The purpose of the study was to identify the ability of English writing skill of class five students at Government primary schools in Dhaka city. It also intended to identify the common errors committed by the students and the English teachers’ thinking about improving their students’ writing skill. To achieve these purposes 100 students and 5 teachers were chosen from 5 Government primary schools at Dhaka city. A test containing controlled, guided and free hand writing was taken from the students and a questionnaire was developed to find out the teachers’ thinking about improving students’ writing skill. After taking test the scripts were assessed according to examination patter n of NAPE. The test score per student and item wise score as well as responses to questionnaire were analyzed using statistical devices like percentage, frequency and mean. The students’ average score of marks is 54%. In free hand writing nobody got full marks. The situation of controlled writing is satisfactory, but overall amount of errors indicates the students’ inefficiency of writing skill in English. Punctuation and capitalization errors occupied the highest position. In this circumstance the teachers are putting their effort for improving students’ writing skill, but they have barriers in most of the cases. Though the teachers are trying to develop their students’ writing skill but it is developing very slowly indeed because of lacking of proper care by the concerned authority and as well as students’ evaluation system. In that case, Government should give extra effort of the government primary school in Bangladesh.
Improving Writing Skills in English at the Tertiary Level
Crossings: A Journal of English Studies
Writing in English, especially writing creatively or independently, is usually a challenging endeavor for learners in the tertiary level classrooms in Bangladesh. The study aims at discovering the present scenario and the reasons for these challenges. This paper also prescribes to the learners some ways for developing writing skills so that they can apply them in their academic life. Data was collected using a questionnaire which was formulated on the basis of different processes of writing and classroom practice by the learners. The survey was conducted among the students who were studying or had taken language skills courses at the Department of English in a private university of Bangladesh. Based on the findings, some practical recommendations have been made for all three stakeholders: learners, teachers, and institutions.
Developing writing skill in english of secondary school students: A process approach
International Journal of Multidisciplinary Research and Development, 2021
Writing skill is the skill of expressing thoughts, ideas, feelings etc. in written form. For becoming a good and successful writer one must have to acquire mastery over the language and the skill of writing. But there needs extra effort and concentration if the language is other than the mother tongue. And for this practice and effort are essential and must. The present research work deals with the problems that the secondary school students have to face in acquiring the skill of writing in the second language (English) in India. Besides all these, it also suggests some probable solutions to such problems. The researchers have reviewed some research articles and books of other writers and have sorted out basic problems that the secondary school students of India face while acquiring the skill of writing in the second language. They have also categorized the problems and gave tentative solutions to such problem. The present status of second language in India and specifically in West Bengal is also discussed. The result reveals that the present condition of second language in Indian education system is very poor and not satisfactory. Government should take some necessary steps to uplift English language from this present distressed condition. Keywords: writing skill, secondary school students, second language, education system, English, ESL/EFL
journal.au.edu
Currently, the South-Asian regions have ardently felt the presence of approaches to writing instruction, initially introduced and developed in North-America. To keep pace with the times, the major Bangladeshi private universities have adopted these approaches to see whether the approaches will be appropriately feasible to have successful transmission and integration into the new backdrop of Bangladesh. Based on the discussion of current approaches to teaching writing, this paper showcases the strengths and weaknesses of the product, process, and genre approaches to writing and proposes an integrated one to teaching English writing to university students. It attempts to address the major problem related to University entrants' English writing: linguistic accuracy. Based on ____________________________ 1 Md. Kamrul Hasan holds an M Phil in (English Language Teaching) from University of Delhi, India. Currently, he is working as an Assistant Professor (English) in English
English Language Teaching, 2020
The goal of this study is to examine difficulties in and outside the classrooms which are the real obstacles to the writability of teaching and learning in the secondary level Bangladesh system. The secondary level tests writing skills by summary, paragraph, letter, application, story, conversation, composition, report, e-mail etc. Students who study at the high school level face serious writing complexities. The major problems in the examination are the vocabulary and grammar complexities. In this study, the reasons for the complexities of writing skills were examined. This study was conducted at Jahangirnagar School & College, Savar, Dhaka to find out the strategies for writing skills. Important questions of research have been developed to identify writing skill complexities. Data were taken from teachers, students and parents based on questionnaire survey. Teachers and students were encouraged to participate actively in the survey. Following collection of data, the practical advi...
Jurnal Pendidikan Progresif, 2019
Objectives: The present qualitative study investigates teachers' classroom practice to develop primary level students English writing skills in Bangladesh. Methods: Five-government primary school and five teachers were chosen conveniently from each school in Dhaka. Randomly three English classes of each teacher were chosen to observe their teaching-learning practice. The study used a lesson observation protocol and interview protocols as an instrument of data collection. Qualitative data were analyzed thematically. Findings:. Teachers used traditional teaching-learning methods emphasizing students' rote learning and used Bangla as a medium of instruction. The study also found teachers' challenges like large class size, extra workload, lack of teaching aids etc. in developing students writing skill at the elementary level. Conclusions: The study explored that teachers' current practice in Bangladesh does not help students to develop their writing skill at all.
2020
English is taught as a mandatory subject in Bangladesh from primary level to higher secondary level. However, Bangladeshi undergraduate students cannot articulate their thoughts in English properly. Regardless of d iscipline, writing in English for academic purposes is still a challenging task for many undergraduate students. Particularly for EnglishMajor students, writing in English is vital and the ability to write proper English determines one’s academic success. Academic writing capabilities are often linked to the growth of linguistic ability of students, which many English Second Language learners would consider as a difficult task. The key objective of this study is to explore the numerous difficulties faced by English Major students in academic writing in the regular university graduation scheme. Specifically, this study aims at identifying the challenges encountered by English Major undergraduates at BAIUST. Data were collected via a questionnaire and circula ted to twenty six students majoring in English Literature at BAIUST. Findings from the questionnaires revealed that most of the English Major undergraduates are having some type of problem in writing English. It also shows that students are facing challenges developing ideas, defining and generating concepts, maintaining the logical order of ideas. Among all the problems, using vocabulary and proper sentences tops the list of the writing challenges accompanie d by a lack of understanding of academic writing techniques. This research recommends strategies and programs to address the issues and develop writing curricula with the focus on the creation of concepts, content knowledge, critical and creative thinking.
English Writing Problems and Remedies of Bangladeshi Undergraduate Learners
2024
English writing proficiency is the most commonly used metric for assessing student performance across nearly all educational levels. In Bangladesh, university students encounter significant challenges with English composition. The study was conducted with a sample of 100 participants. These learners engaged in writing practice at various stages of collegiate preparation; however, this extended practice did not yield substantial improvements in their writing skills. Although grammatically accurate, their compositions exhibit repetition, inadequate organization, parallelism, brevity, lack of variety, imprecise language, and insufficient information, resulting in incoherent writing. This research aimed to investigate the English writing difficulties of Bangladeshi students. For this purpose, first-year students from two universities, one public and one private, were evaluated. To identify the barriers, data were collected using open-ended questionnaires and written samples. Additionally, semistructured interviews were conducted with ten instructors to reflect their perspectives on students' English writing issues. The analysis revealed that many of the students' challenges were attributable to inappropriate writing approaches. Furthermore, recommendations were formulated based on these findings. This study can assist educators and curriculum developers in addressing problems and devising strategies to enhance students' English writing proficiency.