FACTORS THAT AFFECT GRADE 10 STUDENTS’ PARAGRAPH

WRITING SKILLS: A CASE IN MIESSO SECONDARY SCHOOL.

MA THESIS
By
Dula Debela

Major Advisor: Jeylan Wolyie (PhD)

Co-Advisor: Ahmed Dedo (Asst. Prof.)

June, 2017
HARAMAYA UNIVERSITY, HARAMAYA
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 OUTLINES
1.INTRODUCTION
1.1. Background of the Study
1.2. Statement of the Problem
1.3. Objectives of the Study
1.4. Research Questions
1.5. Significance of the Study
1.6. Scope of the study
3. RESEARCH METHODOLOGY
3.1 Research Design
3.2. Participants of the Study
3.3. Sample & Sampling Techniques
3.4. Data Gathering Instruments
3.5. Data Collection Procedures
3.6. Methods of Data Analysis
4. RESULTS AND DISCUSSIONS
5. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
5.1. Summary
5.2. Conclusion 2
 1.INTRODUCTION

1.1. Background of the Study

• The ability to achieve communicative competence in writing is a major
aspect of language development and academic success.

• Writing is the most important language skill that students require for
their personal development and academic success (Mukulu et al., 2006).

• It is a process of encoding (putting message into words) with the reader

in mind (Byrne, 1988).

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 Cont…

In the academic context, students are required to produce specific

writing genres such as essays, summaries and reports (Dudley-
Evans, 2001).

It strengthens students’ learning, thinking and reflecting on the

English language in their academics (Rao, 2007).

It can help students to deal successfully with their academic

demands and to perform effectively in their disciplines and
professional contexts (Adams and Keene, 2000)

• However, its learning is not as easy as we might think because of

its nature and different factors affecting to writing.
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 Cont…

• Therefore, many students at high school are not interested in

learning paragraph writing.

• According to Nguyen (2015), learning paragraph writing at high

school have problems at present time.

• He stated that students often made basic mistakes in written works

about spelling, grammar, coherence, unity, punctuation and
organization.

• For this reason, the researcher selected the title to investigate

factors that affect grade 10 students’ paragraph writing skills at
Miesso Secondary School in West Hararghe Zone.
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 1.2. Statement of the Problem

In Ethiopia, where English is taught as a foreign language, students

are poor in their academic writing skills (Anteneh, 2004).

The syllabus clearly shows that grade 10 students should learn

language skills in general and writing skill in particular as much as
possible.

The writing tasks presented in the syllabus require the students to

perform the writing under the process oriented approach but the
students seem incapable to reach these goals.

• It demands that students should acquire writing skills that will

enable them to express their ideas clearly and effectively in writing.
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 Cont…
• Grade 10 English language text book has also given emphasis on
paragraph writing tasks; however, students manifest a range of writing
problems.

• Their paragraphs displays many mistakes related to proper sequence,

organized ideas, grammar, spelling, punctuation marks and limited
vocabulary skills.

• Local studies have been conducted in the area of English language

writing skill.

• Temesgen, (2013),
• Kebede, (2013),
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 Cont…
• Temesgen, limited himself to the factors that affect students’
motivation in the classroom.

• However, students’ difficulties in writing skill were not only caused

by lack of motivation rather they may be the results of different
factors.

• Kebede, only limited to the analysis of coherence and cohesion. He

did not found the causes of coherence and cohesion problems in
students’ writing.

• Dagnachew, only focused on students’ writing anxiety and how it

affects their writing skill.
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 Cont…
• He did not investigate the other factors that impede students’
paragraph writing skill.

However, in this study, more attention was given to investigating

factors that impede students’ paragraph writing skills in English.

• It is also different from the earlier studies by the setting of the

study and students’ grade level.

• Therefore, the study argue that although the syllabus expects

students should acquire paragraph writing skills, students’
performance in writing was unsatisfactory.

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 1.3.Objectives of the Study
• The general objective of the current study was to investigate factors that impede EFL students’
paragraph writing skills at grade 10 Mi’esso Secondary School.

The specific objectives of the study were to:

 Assess the extent to which students practice paragraph writing.

 Identify the practical challenges learners face to write.

 Assess the causes of learners’ paragraph writing difficulties.

 Find out the efforts teachers and learners make to minimize the factors.

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 1.4.Research Questions
The study attempted to answer the following basic questions:

 To what extent do students practice paragraph writing?

 What practical challenges do EFL learners face to write?

 What are the causes of learners’ paragraph writing difficulties?

 What do teachers and learners do to minimize the factors?

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 1.5.Significance of the Study

• Identify the challenges students face in writing paragraph.

• Create awareness about the causes of students’ writing difficulties.

• Improve students’ paragraph writing skills.

• Reference.

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 1.6.Scope of the Study
• This study was delimited to investigate factors that impede
students’ paragraph writing skills in English.

• Information was gathered from sample grade ten students and

English language teachers in Mi’esso Secondary School.

• Questionnaire, semi-structured interview and classroom

observation were data gathering tools in this study.

• Descriptive research design was used to answer research questions.

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 3.RESEARCH METHODOLOGY
3.1 Research Design
 A descriptive research design was employed to carry out the study.

 Both quantitative and qualitative methods were used to collect and

interpret data.

 Quantitative research methods were used to describe, analyze, and

interpret conditions that exist.

 Qualitative research methods were used systematically to describe

and discover non quantifiable relationships between existing
variables.

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 3.2.Participants of the Study

 The study was conducted in Mi’esso Secondary School found in

Oromia region, West Hararghe Zone, Mi’esso Woreda.

 The sources of data in this study were:

• Grade ten students

• English language teachers.

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 3.3.Sample and Sampling Techniques
 Three English language teachers were taken for this study by using
availability sampling.

 There were 4 sections of grade 10 students and 4 of them were

taken.

 From the total of 230 students, 80 students were selected using

simple random sampling technique (lottery method).

 Then 20 students were selected from each section.

 Finally, the researcher has worked with 80 students and 3 EFL

teachers.
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 3.4.Data Gathering Instruments
 Based on the importance they have 3 data gathering instruments were
employed.
• Questionnaire
• Semi-structured Interview

• Classroom Observation

3.4.1. Questionnaire
 It was used as a primary means of data collection tool from sample
grade 10 students.

 It was prepared first in English and was translated to Afan Oromo to

make it easy for students.

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 Cont…

3.4.2.Interview
• Semi-structured interview was prepared for three English
language teachers.

• Undertaken face-to-face using interview questions for 40 minutes

each interviewee.

• Information was written down

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 Cont…

3.4.3.Classroom Observation
• Used to triangulate the data that were gathered through
questionnaire and semi-structured interview.

• The researcher prepared checklist to get full information that were

reflected by respondents.

• All sections were observed two times during writing classes at

different periods.

• Finally, 8 total successive observations were made.

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 3.5.Data Collection Procedures

 Firstly, the researcher checked whether everyone has agree to take

part in the study and made clear to the respondents the objective of
the study.

 Secondly, questionnaire was distributed to the sample students and

collected when it was done.

 Thirdly, the respondents of the interview were informed the

purpose and interview conducted. Then information was written
down and recorded for later analysis.

 Finally, classroom observation was conducted with the help of

classroom observation checklist.
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 3.6.Methods of Data Analysis
 The collected data was sorted, coded and categorized according to
the research questions.

 Data gathered through open ended items of the questionnaire, semi-

structured interview and classroom observation were analyzed and
interpreted qualitatively.

 The responses of close ended items of the questionnaire were

analyzed and interpreted using statistical tools such as: tabulating
and calculating in percentage.

 Finally, based on the analysis and interpretation of this study the

summary, conclusion and recommendations were forwarded.
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 3.7.Pilot Study
 The quality issues in terms of enhancing validity and reliability were
considered throughout this study.

 A total of 33 respondents were involved in a pilot study to see:

• Whether the instructions clear and easy to follow,
• Were the questions clear,
• Do the respondents find any of the questions irrelevant.
• How long does it take to complete.

 The test-retest technique of reliability test was also used.

 The same test administered to the same group of students and
resulted in two sets of scores that were matched.

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 4.RESULTS AND DISCUSSIONS
 This chapter presents the results of data gathered through:
 Questionnaire

• Interview
 Classroom observation
 The presentation falls into four main sections.
 Students’ paragraph writing practices.
 Students’ writing problems.
 Causes of students’ paragraph writing problems.
 Attempts teachers and learners make to minimize the factors.
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 Cont…
To what extent do students practice paragraph writing?
• They give lesser attention to practice paragraph writing skill
compared to other language skills.
• They rarely practice writing both inside and outside the classroom.

• 75% of the students were not aware about the different features of
paragraph writing.

• Because the way teachers teach this writing skill and provide with
the opportunities were not effective to make students learn
paragraph writing skills.

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 Cont…
What practical challenges do EFL learners face to write a paragraph?
• Students do not easily assimilate the writing skill during the writing
tasks.
• They were not on satisfactory level in paragraph writing skills.

• Almost all of the students have problems to compose coherent and

unified written text.

• Students have really a problem of organizing skill in their

paragraphs.

• The most serious problem that students have was limited

vocabulary knowledge.
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 Cont…
• Students made grammar mistakes in their paragraphs.
• They do not have awareness about the proper use of capital letter,
punctuation marks and spelling in a paragraph writing.

What are the causes of learners’ paragraph writing difficulties?

• Teachers adopt the product approach to teach paragraph writing.
• They announce the topic and make the students produce a piece of
writing.
• Teachers did not teach them any strategy how to write the
paragraph.
• The way teachers gave feedback for students was not appropriate.

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 Cont…
• Students were not motivated during of paragraph writing tasks.
• Students do not have interest to refer any other written materials and
have no reading habit in their earlier classes.
• Students’ topic knowledge was also an important factor that
influence their performance of writing.
• Less consideration is given to writing skill in students’ assessment.
• The time for learning paragraph writing skill is not enough for most
of students.
• Learners’ writing anxiety exerts significant roles that impedes
learners’ writing skills.
• Less practice of paragraph writing is another emerged cause of
students writing problem in this study.

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 Cont…
What do teachers and learners do to minimize factors that affect
students’ paragraph writing skills?
• To minimize the factors, the teachers adapt an appropriate approach,
technique and good strategies in writing classroom.

• It is possible provide praise for any attempts, limited amount of

error correction, giving sufficient information and time.

• Most of the students proposed that teachers should provide adequate

practice in paragraph writing.

• Both teachers and students highly recommended that they have to

play their roles during paragraph writing tasks.
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 5. SUMMARY, CONCLUSION AND
RECOMMENDATIONS

5.1. Summary
• The purpose of the study was to investigate the major causes of
students’ paragraph writing problems.

The study focused on:

• Assessing students’ paragraph writing practices.

• Identifying challenges students face in writing paragraph.

• Assessing the causes of students’ writing difficulties.

• Exploring how English language teachers attempt to help students.

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 Cont…
In the study, four questions were formulated.
• To what extent do students practice writing paragraph?
• What practical challenges do EFL learners face to write.

• What are the causes of learners’ writing difficulties?

• What do teachers and learners do to minimize the factors?

 To achieve the objectives, descriptive research design involving

both quantitative and qualitative methods were used.

 In the study, 3 EFL teachers who taught English in the school were
selected as they were available in the school.
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 Cont…
 80 grade 10 students were chosen as a sample through simple random
sampling technique.

 To obtain the data required for the study, the researcher employed
three data gathering instruments.

• Questionnaire
• Semi-structured interview

• Classroom observation
 Therefore, the collected data was analyzed and discussed then the
following results were identified.

 Students were not aware of the importance of learning writing skill, as

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 Cont…
 Therefore, they rarely practice writing paragraph inside and outside
the classroom.

Students’ problems in writing paragraph were identified.

• They were not on satisfactory level in paragraph writing skills.

• They had problems to compose coherent, unified and organized

written text.

• Students made grammar mistakes and had limited vocabulary skills

in their paragraphs.

• They do not have awareness about the proper use of capital letter,
punctuation marks and spelling in a paragraph writing. 32
 Cont…
The causes of these problems were also assessed.
• Lack of using appropriate approach, techniques and strategies.
• Lack of adequate corrective feedback and reinforcement.

• Lack of student’s motivation.

• Students’ poor reading background.

• Lack of student’s topic knowledge.

• Shortage of time to practice writing in the classroom.

• Lack of adequate assessment on paragraph writing skills.

• Students’ writing anxiety and

• Lack of adequate practice in foreign language writing.

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 Cont…

 Therefore, both teachers and students suggested that they have to

play their roles during paragraph writing tasks using different
strategies of process approach.

 It was also stated that teachers provide students with ample practice,
give adequate guidelines, corrective feedback, enough time, assess
students’ writing skills, motivate students and give explanations in
paragraph writing tasks.

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 5.2.Conclusion
 The findings of the study depicted that students gave less attention
to practice writing paragraph.

 They rarely practice writing inside and outside their classroom and
not aware of the importance of learning writing skill.

 Teachers also rarely gave students opportunity to practice writing

and the time they use in their classroom seem to be not sufficient
enough.

 Students really had problems of Organization, Unity, Coherence,

Grammar, Punctuation, Capitalization and Spelling in their
paragraphs.

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 Cont…
The study confirmed factors like:
• Lack of using appropriate approach, techniques and strategies in
teaching paragraph writing.
• Lack of corrective feedback and reinforcement for students.

• Lack of students’ motivation during writing tasks.

• Students’ poor reading background.

• Lack of students’ topic knowledge.

• Shortage of time to practice writing in the classroom.

• Lack of adequate assessment on students’ writing skills.

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 Cont…
• Students’ writing anxiety and
• Lack of sufficient practice in FL writing.

 These factors made the writing skill ignored by students and

teachers in the classroom and gave less value to the paragraph
writing skill.

 Therefore, teachers and students have to play their roles during

paragraph writing tasks by using different strategies of process
approach to overcome the factors.

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 Cont…
It is also possible to:
• Provide students with ample practice

• Give adequate guidelines, corrective feedback and enough time

• Continuously assess students writing skills

• Motivate and reinforce students to write

• Give explanations during paragraph writing tasks.

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 5.3.Recommendations
Based on the findings & conclusions, the following recommendations
were forwarded.

 Teachers should encourage their students to give attention, practice

writing paragraph and they have to play more roles by providing them
more practical activities.

 Teachers should use process approach, appropriate techniques and

strategies during paragraph writing tasks and give awareness to
students on how to write in a process approach.

 Teachers should provide enough time, reinforce students to practice

writing by using class time properly and preparing extra classes.
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 Cont…

 Teachers should motivate their students and follow up during paragraph

writing activities.

 Teachers should also make efforts of encouraging students to read

widely on a variety of written materials such as newspapers, story books
and this will enhance reading which will serve as a basis of promoting
the development of students’ writing skills.

 Students need to explore opportunities to practice, learn strategies used

to support their paragraph writing skills and do not have to be afraid of
making errors.

 Teachers ought to give corrective feedback for students’ error made in

their paragraphs and this helps them to learn from their error and revise
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 Cont…
 Teachers should continuously assess students’ writing skills and
practical writing test items should be incorporated in school exams in
order that the students could prepare themselves to improve their
writing skills.

 Workshops should be regularly organized by the Ministry of Education

to equip English Language teachers with skills of coping with
students’ challenges in foreign language writing.

 Colleges and Universities need to develop additional courses for EFL

teachers which focus on how to teach writing skills in high schools.

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THANK YOU FOR YOUR
ATTENTION!!!

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