Sabrina's e-portfolio

Firkins, A., Forey, G., & Sengupta, S. (2007). Teaching writing to low proficiency EFL students. ELT Journal, 61(4), 341-352.

The article talks about the combination of two explicit methodologies-genre-based and activity-based instructions to teach students with learning disabilities in EFL context in Hong Kong. The students with LD have difficulties in organizing texts and generating ideas of writing. Therefore, the genre-based approach was applied to provide students with an open dynamic system that language was presented in contexts. Thus, it could enhance low proficiency level students’ English writing ability. The teaching-learning cycle was introduced for teachers to help students’ learning through guidance and interaction. The cycle is consisted of modeling a text, joint construction of a text and independent construction of a text. The purpose of this cycle is to shift the responsibility from the teacher to the learners. By doing this way, students could gradually take care of their own learning. The activity-based approach was also developed to involve students in developing metacognitive awareness by doing role plays or physical activities. In addition, authentic materials are used as models because they relate to students’ life experiences. Through genre-based and activity-based approaches, students were able to construct procedural and information texts.

In the study, a clear teaching-learning cycle of genre-based instruction provides teachers a good method to assist those low proficiency students in writing. On my perspectives, I especially like the idea that teachers incorporate physical activities and authentic materials into students’ writing classes. Most of students in Taiwan are always asked to product an essay directly with little scaffolding from teachers or out of real life contexts. It will make them more anxious about writing and reduce their learning motivation. Furthermore, the proficiency gaps of students becomes wider and wider in a class, so it is challenging for teachers to design the writing materials to meet the needs of all students. Therefore, two ways of instruction shown in the study for teaching writing can be another choice for teachers. From the heterogeneous groups, students have opportunities to interact and discuss with peers. It would be easier for them to product their own work after teachers’ modeling and discussion.