Staged organization of teaching integrated reading and writing skills in specialised high school through essays
DOI:
https://doi.org/10.17721/2663-0303.2024.2.03Keywords:
integrated reading and writing skills, specialised high school, a two-stage organisation of teaching, a read-write cycleAbstract
Introduction. Teaching English to senior secondary school students is primarily aimed at supporting their professional development (Ministry for Education and Science, 2017). In this context, teaching English is less about acquiring knowledge about the language itself and more about using English as a medium of instruction to gain expertise in non-language subjects. This necessitates a shift from traditional instruction, which focuses on teaching language skills in isolation, to a more integrated approach that addresses the specific needs of secondary school students. One of the learning objectives of specialised secondary programs is to develop students' ability to synthesize and evaluate information from various sources to create clear and detailed texts related to their areas of interest.
Research aim. This paper aims to explore approaches to teaching integrated reading and writing skills to senior secondary school students. Particularly, the authors are interested in examining the efficacy of the instruction intervention to enhance students' skills to write comparison-contrast essays based on source texts.
Methodology. The conceptual foundation of this study is based on an integrated approach to teaching reading and writing. This approach posits that reading and writing processes are interconnected, as both activities depend on similar cognitive mechanisms and types of knowledge. The suggested intervention is based on the Read-Write Cycles developed by Calfee and Miller (2005). The article presents the results of the instructional intervention carried out in a secondary public school in Irshan, focusing on 11th-grade students as participants. Descriptive statistics (mean and percentage) were employed to report the findings of pre- and post-intervention results. A paired t-test was utilised to determine whether the instructional intervention led to any significant changes in students' skills to produce clear and detailed comparative-contrast essays using source materials.
Results. The findings demonstrate the effectiveness of the training, thereby confirming the hypothesis that the instructional intervention positively impacts the development of integrated reading and writing skills among school students.
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