![]() The necessity of performing this in a non-native language is exponentially more difficult. The task of discovering his or her unique voice, utilizing different formats, and expressing thoughts, ideas and feelings with clarity and organization is a daunting one for all students. The process of writing is a complicated one one that plagues some native speakers – even those of a higher education – throughout their school years and into adulthood. ![]() This would be noteworthy in shedding some more light on the usefulness of this process as a means to effective writing. Despite the relatively limited time constraints, I believe that short window of opportunity confronting the teacher and student to generate results would serve as a gauge of the short-term effectiveness of this method. The results yielded would have to be directly apparent. Effectively, I was seeking a noticeable change in the ELLs written work within the period of a semester. These questions were at the crux of my research. Two important questions for me during the planning of this qualitative research project were the time afforded me to conduct this study, and the specific results I would be searching for. Specifically, I wanted to ascertain if there were any tangible results in teaching ELL students to write using the process approach. I decided to conduct an action research paper on the process approach to writing.
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