Developing Writing Skills in Young Learners through Teachers’ Perception and Reflection- The case of third year Middle schools- Msila
| dc.contributor.author | Bouzidi Ahlem, Sebti Nabila | |
| dc.date.accessioned | 2020-12-29T08:05:15Z | |
| dc.date.available | 2020-12-29T08:05:15Z | |
| dc.date.issued | 2020-06 | |
| dc.description.abstract | Achieving a successful level in writing in English for the middle schools’ concerns both teachers and pupils. However, the majority of learners are unable to reach this success for the writing skill entails a series of difficulties that result in pupils’ poor writing productions. They find it very difficult to master and; therefore, fail to produce acceptable paragraphs. This study deals with how to develop the writing skill among pupils of the Third year in M'sila's Middle School depending on teachers' perceptions and reflections. Thus, the overall purpose, at the first place, s to determine how teachers can turn from relying on the product approach to focus on the process. Thus, multiple research tools are used to verify the research hypotheses and triangulate results; findings are treated through using two questionnaires for teachers, one for inspectors and one for pupils. According to teachers’ opinions in the questionnaires, EFL learners like working in pairs and collaboratively on topics that demand active participation, problem solving, a lot of drafting, reading and editing. They need help at the beginning of every activity, they like models and enjoy working under teachers’ assistance. This has empowered them more to favour the process approach with brainstorming, mind mapping, revising, and editing. Scaffolding is the best policy according to most teachers. | en_US |
| dc.identifier.uri | http://dspace.univ-msila.dz:8080//xmlui/handle/123456789/22835 | |
| dc.title | Developing Writing Skills in Young Learners through Teachers’ Perception and Reflection- The case of third year Middle schools- Msila | en_US |
| dc.type | Thesis | en_US |