Classroom Activities Adopted by Novice English Language Teachers in Teaching Writing Skills

Abstract

The present thesis entitled Classroom Activities Adopted by Novice English Language Teachers in Teaching Writing Skills aimed to explore classroom activities adapted by novice English teacher for developing writing skills. To accomplish this study, I adopted qualitative research design. I collected data through classroom observation check list and interviews with the selected participants. I selected five novice English language teachers from different schools of Dhankuta district by using non-random purposive sampling procedure. I analyzed the instructional writing activities of five novice teachers through classroom observations and interviews, using an observation checklist and semi-structured questionnaires as the primary tools for data collection. The major findings were that novice teachers used product and process-oriented writing approach to ensure learners creative power for the writing skills. Novice teachers faced various challenges in teaching writing in the classroom, study also reveals that teachers motivated their students and used materials to insure them in writing. In addition, novice teachers took help from experienced teachers and administration for solving the classroom problems. This chapter was structured into five chapters. Chapter one consists of background of the study, statement of problems, objectives, research questions, and significance of the study, delimitations of the study, and operational definitions of key terms. Chapter two is related to literature review and it includes related literature sub topics. Simply chapter three deals with methods and procedures of the study. Chapter four incorporates the analysis and interpretation of the collected data and the fifth chapter discusses the conclusions and implications of the study.