Improving the Writing Skill for Secondary Learners in English as Second Language - Research Proposal Example

Implementing writing strategies to improve the writing skill for secondary learners in ESL Abstract The proposed study attempts to understand whether implementing writing strategy may help in improving the writing skills for secondary learners in ESL. The paper would not only review the past theories propagated by experts on the implementation of writing strategies, but would also formulate newer writing strategies as per the requirements of the students. Thereafter, these writing strategies would be incorporated into the curriculum and taught to one set of students, while the other would be taught from the conventional teaching module. The students would be monitored for around two months and evaluated on the basis of various parameters. The results from these groups would be compared to find out whether implementing writing strategies improves the writing skills of ESL learners or not. Introduction It is complicated to develop English as a second language (ESL) for writing purpose. Experts such as Angelova (1999) have exemplified various factors that impact the development of ESL writing efficacy, using of cohesive devices, strategic writing and metacognitive knowledge. Most researchers (Arndt 1987; Victori 1995; Raimes 1985) have especially stressed on developing writing strategies as they believe that absence of strategy is what differentiates a good writer from an unsuccessful one. Hsiao and Oxford (2002) also stated that strategies help in creating proficiency, regulation and independence in the learner and therefore, is an important factor for ESL learners to incorporate strategies in their writings. Similarly, Victori (1995) labeled various writing process and strategies as per different terms. However, it is difficult for the ESL learners to understand and incorporate so many classifications (Atkinson 2003). Further, studies have not been undertaken to analyse whether adopting writing strategies may help in improving the writing skills of the ESL learners. Thus, this proposed study would attempt to fill this gap area and focus on analysing whether writing strategies help in improving ESL writing skills. The paper would first review the various theories propagated by experts on the subject of implementing writing strategies to improve ESL writing. Thereafter, the researcher would formulate his own writing strategies and implement them in his classroom to find out whether such strategies can be incorporated successfully or not. Scope The proposed research would evaluate whether the implementation of writing strategies improve the writing skills of secondary learners in ESL. The study would focus on various writing strategies proposed by experts. Based on the past research the researcher would formulate writing strategies as per the requirements of his students and implement them in his classroom to analyse the results. Literature review Various experts have expressed different opinions about ESL writing. Silva (1990) stated that ESL writing could be divided into four stages, which are, the current-traditional rhetoric approach, the social approach, the controlled approach and the process approach. The current-traditional rhetoric approach states that writing is a way of identifying with our own thoughts, while the controlled approach states that writing stems from habit. The social approach meanwhile establishes writing as a form of social discourse and the process approach states that a process driven learning procedure helps in developing writing efficacy. These four stages are concurrent to the four theories proposed by Silva (1990) about ESL writing. These theories are Cognitive Development Theory, Social Constructionist Theory, Contrastive Rhetoric Theory and Communication Theory. One of the earliest studies regarding ESL writing was propagated by Arndt (1987) wherein, the researcher investigated the writing of six Chinese students. These students were asked to write both in their native and foreign language. This study found that the writing strategies adopted by the Chinese students to write in both the languages were different. For instance, the students were more conscious about their word choice in case of ESL than their native language. Arndt (1987) concluded that these students had only limited vocabulary in ESL and therefore, were more conscious about their choice of words. Similarly, Wenden (1991) asked eight ESL students to write an essay in the computer and asked them to analyse their writing as they wrote. This helped Wenden to find out about the metacognitive strategies being used by the students while writing their thoughts. She stated that metacognitive strategies help in regulating the learning process, with the students employing various writing strategies such as evaluating, planning and monitoring. Such metacognitive strategies help the learners to find out about new data and information and how to apply it in writing. Meanwhile, Victori (1995) focuses on seven kinds of writing strategies that focuses on think-aloud strategies and interviews. Victori states that the think-aloud strategy helps the writer to talk about his idea and state the basic objective behind the writing in an explicit manner. The writer is also able to reconsider his thoughts and formulate the sentences in a better manner by using synonyms and alternative words. The writer is seen to take extra effort to look up a dictionary to find out synonyms for certain words. Other experts such as Riazi (1997) focus on the importance of leaner’s own perception in writing. He investigated four doctoral students in Iran to understand the strategies adopted by them while writing in ESL. The study found that the personal perceptions of the writers also play a major role in writing. His study also encompassed findings from previous studies on metacognitive, cognitive and social strategies (O'Malley & Chamot, 1996; Chamot & Kupper, 1989; Cadman 1997). Meanwhile, Sasaki (2000) also studied the strategies adopted by Japanese ESL learners. The study found that expert writers spent a lot of time to plan and organise their writings, while the ESL writers only use a shorter span of time to plan their writing. Further, as compared to the experts, the ESL writers take frequent pauses to think about their writing structure and ideas. Beare (2000) expresses similar ideas as Sasaki as he also analyses the difference in approaches between experienced and novice writers. Thus, past research has revealed that writing strategies are integral part to write effectively in English language for ESL learners (Kubota & Lehner 2004; Leki 1997). However, the impact of implementing such strategies is not yet studied in detail. Therefore, this proposed research would focus on understanding the efficacy of implementing writing strategies for ESL learners. Methodology The proposed study would implement qualitative research to understand the impact of writing strategies in selected groups of students (Creswell 2007). In order to undertake this research, two control groups of ESL learners, each consisting of at least eight secondary level learners, would be enrolled for the study. The research would take at least five months to complete the study, with the two groups being monitored for around two months to record improvements in their writing skills. The researcher would implement various writing strategies with the first group, while the second group would be taught to write using the usual methods. The progress of both the groups would be monitored over the period of two months. At the end of the second month, the data collected would be analysed and comparison between the results of both the groups would be drawn (Denzin & Lincoln 1994). The assessment tools would be decided at the beginning of the study itself, which would mainly focus on analysing the grammar, sentence structure, use of vocabulary, flow of ideas, coherence and other such parameters. As per the marks and rankings received by the students in both the groups, the study would analyse the efficacy of implementing writing strategy for improving ESL learners writing. Time scale In order to complete the study in an organised manner and within the given deadline, it is important to develop the timescale for the project. Project Milestones Duration Start date End date Initiation and Planning Identifying the need for the project 5 days 27 Sep 2010 1 Oct 2010 Creating a concept proposal 3 days 4 Oct 2010 6 Oct 2010 Defining the scope of the research 5 days 7 Oct 2010 14 Oct 2010 Researching Literature Review 1 month 15 Oct 2010 15 Nov 2010 Formulating research hypothesis 7 days 16 Nov 2010 24 Nov 2010 Methodology Identifying research methodologies 7 days 25 Oct 2010 2 Dec 2010 Understanding data analysis tools 3 days 6 Dec 2010 8 Dec 2010 Research proposal preparation Preparing the research proposal 1 month 9 Dec 2010 9 Jan 2011 Submitting for approval Defending the proposal 1 day     Conducting Study Formulating writing strategy 6 months 1 Feb 2011 1 July 2011 Implementing strategy in the curriculum 3 months 1 Sept 2011 1 Nov 2011 Monitoring progress of the students 1 year 1 Sept 2011 1 Sept 2012 Collating data 3 months 2 Sept 2012 2 Nov 2012 Analaysing data 2 months 15 Nov 2012 15 Jan 2013 Formulating findings and discussions 1 month 16 Jan 2013 16 Feb 2013 Providing recommendations 15 days 17 Feb 2013 5 March 2013 Preparing research project Preparing draft proposal 3 months 10 March 2013 10 May 2013 Discussing with supervisor 1 month 15 May 2013 15 June 2013 Incorporating feedbacks 1 month 16 June 2013 16 July 2013 Preparing final document 2 months 17 July 2013 17 Sept 2013 Submission of the thesis 1 day Research relevance The proposed research is expected to help in analysing whether adopting writing strategies may improve the writing skills of ESL learners. In case adoption of such strategies helps in improving the writing skills of the ESL learners, it would provide a huge impetus to the ESL sector. The ESL teachers often complain about the standard of writing of ESL learners and worry about the lack of proven tools to improve the writing skills of such students (Hartnett 1997; Hu 2001). The findings from this report would help in understanding the efficacy of writing strategies, which if proved efficient may be implemented in large scale ESL writing curriculum. Reference: Angelova, M. “An exploratory study of factors affecting the process and product of writing in English as a foreign language.” Unpublished PhD dissertation, State University of New York, Buffalo, 1999. Arndt, V. “Six writers in search of texts: A protocol-based study of L1 and L2 writing.” ELT Journal 41 (1987): 257-267. Atkinson, D. “L2 writing in the post-process era: Introduction.” Journal of Second Language Writing 12 (2003): 3-15. Beare, S. “Differences in content generating and planning processes of adult L1 and L2 proficient writers.” Unpublished PhD dissertation, University of Ottawa, 2000. Cadman, K. “Thesis writing for international students: A question of identity?” English for Specific Purposes 16 (1997): 3-14. Chamot, A. U., & Kupper, L. “Learning strategies in foreign language instruction.” Foreign Language Annuals, 22 (1989): 13-24. Creswell, J. W. “Qualitative inquiry and research design: Choosing among five traditions (2nd ed.).” Thousand Oaks, CA: Sage, 2007. Denzin, N. K., & Lincoln, Y. S. “Handbook of qualitative research.” Thousand Oaks, CA: Sage, 1994. Hartnett, C. G. “A functional approach to composition offers an alternative.” Composition Chronicle: Newsletter for Writing Teachers, 10.5 (1997): 5-8. Hsiao, T.-Y., & Oxford, R. L. “Comparing theories of language learning strategies: A confirmatory factor analysis.” The Modern Language Journal 86 (2002): 368-383. Hu, J. “An alternative perspective of language re-use: Insights from textual and learning theories and L2 academic writing.” English Quarterly, 33 (2001): 52-62. Kubota, R., & Lehner, A. “Toward critical contrastive rhetoric.” Journal of Second Language Writing, 13 (2004): 7-27. Leki, I. “Cross-talk: ESL issues and contrastive rhetoric.” In C. Severino, J. C. Guerra & J. e. Butler (Eds.), Writing in multicultural settings (pp. 234-244). New York: The Modern Language Association of America, 1997. O'Malley, J. M., & Chamot, A. U. “Learning Strategies in Second Language Acquisition.” New York: the Press Syndicate of the University of Cambridge, 1996. Raimes, A. “What unskilled ESL students do as they write: A classroom study of composing.” TESOL Quarterly, 19.2 (1985): 229-258. Riazi, A. “Acquiring disciplinary literacy: A social-cognitive analysis of text production and learning among Iranian graduate students of education.” Journal of Second Language Writing, 6.2 (1997): 105-137. Sasaki, M. “Toward an empirical model of EFL writing processes: An exploratory study.” Journal of Second Language Writing, 9.3 (2000): 259-291. Silva, T. “Second language composition instruction: developments, issues, and directions in ESL.” In B. Kroll (Ed.), Second language Writing Research: Insights for the classroom (pp. 11-17). New York: Cambridge University Press, 1990. Victori, M. “EFL writing knowledge and strategies: An interactive study.” Unpublished PhD dissertation, Universitat Autonoma de Barcelona (Spain), Barcelona, 1995. Wenden, A. L. “Metacognitive strategies in L2 Writing: A case for task knowledge.” In J. E. Alatis (Ed.), Georgetown University Round Table on Languages and Linguistics 1991 (pp. 302-322). Washington, D. C.: Georgetown University Press, 1991. Read More