Teachers' Perceptions on the Use of Collaborative, Controlled, Guided and free Writing Activities

Abstract

This is a study on Teachers’ Perceptions on the Use of Collaborative, Controlled, Guided and Free Writing Activities. This study was carried out to find out the perception of the teachers on the use of free writing, guided writing, controlled writing and cognitive/collaborative writing activities in teaching writing to the students. This study followed mixed design. The quantitative data was acquired using a set of questionnaires as a tool. The questionnaire was distributed to 40 secondary level teachers of Kavre district. The collected data were analyzed using statistical tools and the data from the semi-structured interview was analyzed and described in thematic way. The findings showed that, in cognitive and collaborative writing all the teachers preferred group/pair and individual work and the least preferred activity was asking questions and making predictions. In free writing, most preferred writing activity was students editing their own draft and activity that was least used was preparing list. Most preferred controlled writing activity was story completion and least preferred was multiple choice closed passages. In guided writing, making sentence connection was most preferred activity. Charts, tables, maps and statistical data were the most preferred instructional materials. While pictures and music were least preferred by the teachers in writing classroom. Similarly, they said that they found the challenges like time management, lack of technology use, handling large classes of students of different proficiency levels and lack of confidence and motivation of the students in English writing while teaching writing. This study comprises altogether five chapters. The first chapter is introductory part which includes background of the study, statement of the problems, objectives of the study, research questions, significance of the study, delimitations of the study and operational definition of the key terms. Similarly, second chapter includes the review of theoretical and empirical literature and its implications as well as the conceptual framework. In the same way, third chapter deals with the method and procedures of the study under which design of the study, population, sample and sampling strategy, research tools, data collection procedures, data analysis and interpretation procedures as well as ethical considerations are mentioned. Likewise, fourth chapter comprises analysis and interpretation of results, and summary of findings. Fifth chapter includes conclusion and recommendations. Finally, the references and appendices are included.