Abstract: Writing skills are at the heart of education. They are essential for composing essays, research papers, and assignments that demonstrate a student understands the subject. A well-written paper garners higher grades and also reflects a student’s depth of knowledge and critical thinking abilities. Regardless of this importance, writing is typically more complex to learners and demanding especially when writing in another language different from the native or mother tongue. In Kenya, English is taught as a second language and therefore writing poses a great challenge to the learners. Besides, 60 % of teachers find it difficult to teach writing while 75% of learners find it boring. For effective development of writing skills, appropriate approaches are key in developing this skill. This study looked into the effectiveness of using integrated approaches to develop writing skills. The different approaches under exploration which were integrated are: process, product and genre pedagogic. The study was guided by Archer’s theory of reflexivity (Archer, 2007) which provides a theoretical underpinning for engagement in writing. The study was exploratory which yielded qualitative data. The target population was 30% of the purposively selected primary schools. Both teachers and pupils were included. From Class 6-8, 30 lessons in 10 purposively selected schools were observed and 30 teachers whose lessons had been observed were interviewed. The instruments of data collection were interviews, observation schedules and document analysis. Data analysis was done through content analysis which was done at two levels: basic level or the manifest level which gives a descriptive account of the data and the higher level or the latent level of analysis which gives a more interpretive analysis. The key finding was: the use of mixed approaches enhanced the development of learners writing skills. The results are useful to educational institutions like Kenya National Examination Council in designing evaluation procedures in creative writing and Teacher Training Colleges in developing and reviewing curriculum in writing to the pre-service teachers.
Keywords: approach, integrated, learner, writing skills.
Title: INTEGRATED APPROACH IN WRITING PEDAGOGY IN ENGLISH IN KENYAN CLASSROOMS
Author: SOPHIE AHONO MANINJI
International Journal of Social Science and Humanities Research
ISSN 2348-3156 (Print), ISSN 2348-3164 (online)
Vol. 12, Issue 3, July 2024 - September 2024
Page No: 97-105
Research Publish Journals
Website: www.researchpublish.com
Published Date: 20-July-2024
