Effects of the Integrated-Skills Approach on Elementary School Students' Writing Performance
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The aims of this study are to suggest writing tasks based on the integrated-skills approach (Task C) and to identify its effects on elementary school students’ writing performance. Two classes of students in the sixth grade, Class A and Class B, participated in this study, and three tasks were devised: Task A, which was extracted from the sixth-grade English textbook Task B, which was based on the separated-skills approach and Task C, which was based on the integrated-skills approach. Classes A and B had similar student self-assessment results in relation to their performance of Task A. They also completed Tasks B and C, respectively, and the results were compared. The results of the student self-assessment show that the students in Class A had higher interest and satisfaction means than the students in Class B and came up with richer written products than did the latter. In summary, Task C positively affected the students’ attitudes towards and performance of English writing tasks. Thus, by applying Task C, English textbook developers can provide students with learner-centered English writing tasks that will be able to draw their interest and active involvement and that will help them come up with rich written products.
Abstract
The aims of this study are to suggest writing tasks based on the integrated-skills approach (Task C) and to identify its effects on elementary school students’ writing performance. Two classes of students in the sixth grade, Class A and Class B, participated in this study, and three tasks were devised: Task A, which was extracted from the sixth-grade English textbook Task B, which was based on the separated-skills approach and Task C, which was based on the integrated-skills approach. Classes A and B had similar student self-assessment results in relation to their performance of Task A. They also completed Tasks B and C, respectively, and the results were compared. The results of the student self-assessment show that the students in Class A had higher interest and satisfaction means than the students in Class B and came up with richer written products than did the latter. In summary, Task C positively affected the students’ attitudes towards and performance of English writing tasks. Thus, by applying Task C, English textbook developers can provide students with learner-centered English writing tasks that will be able to draw their interest and active involvement and that will help them come up with rich written products.
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