TOWARDS A MOTIVATING AND ENGAGING ENVIRONMENT 

This article outlines an approach to creative writing that could motivate a group of young learners to develop their writing skills. In this particular case,  the learners brought into class perceptions about language learning and, more specifically, about writing that prevented them from using language creatively and from participating in the writing process. It will be shown that these perceptions derive from previous, traditionally oriented, learning experience concerning L1 instruction.  Integration of a project approach and a process approach of interactive writing may motivate these learners to practice and develop their writing skills.

This approach addresses a specific aspect of writing. Thus, for the purpose of this article, writing will be defined as the production of a text, using the learners’ available resources and with a purpose to communicate.

 

PART 1: Evaluating the learners’ writing skills

PART 1.1:  The learner’s responses to the first writing task:  The focus on product

Research has shown that the ability to write in the native language facilitates the child’s ESL writing in different ways. It provides learners with linguistic and non-linguistic resources that they can use as they approach second language writing. (Hudelson, 1988) .

In order to carry out an evaluation of the learners’ writing skills, I asked them to complete a task (Task 1). This was done at the beginning of the term and in order to revise knowledge instructed during the previous year. To my surprise, only two students came up with a text whereas three others only wrote a couple of lines. At this stage, considering the learners’ level in speaking, reading and listening, their reluctance to produce a text surprised me.

Considering my own responsibilities for the failure of the first task, I decided to repeat the same task as class work so the learners would be helped by brainstorming and by getting immediate advice and feedback from the teacher. I asked them not to worry about mistakes and I specifically pointed out that they would not be marked. The learners were stressed and could not get started. Although I tried to help them there was no time to complete the activity within one teaching hour. The results presented were disappointing: only three students gave me a piece of writing at the end of the class, while most of the learners had given up. Others had put down only a few lines telling me that they just could not write.

This data, although limited, was characterized by spelling and grammatical mistakes, lack of fluency and cohesion and a profound absence of revising. But these were of minor significance at that point, considering the learners’ young age. My biggest worry was to get the learners to write.

PART 1.2 : Researching and reflecting on the roots of the learners’ perceptions

I conducted class discussions and I handed out questionnaires  in order to investigate how the learners felt towards written language. I also asked for the L1 teacher’s opinion. At the end, I was able to draw some conclusions about the factors that affected the students’ writing performance so negatively.

• Previous experience of traditional methods of instruction regarding L1: the learners were used to copying a lot as homework in early stages. L1 spelling was also checked in the form of dictation and long passages were dictated to them often with no preparation. This could be the reason they associated writing with assessment as the data based on the questionnaire responses . To make matters worse, writing was often given as punishment by previous L1 teachers. Some of the students admitted that, in the past, they often had to copy the same text or a single sentence when they misbehaved or when they failed to submit their homework.
• Problems in teaching writing in L1: There was a special part of the Language lesson in Greek Primary schools named “I think and I write” with a purpose to help the learners to produce a text in an approach of “free writing”. Even though all L1 teachers agree that this is the most important part of the lesson and often the students’ assessment for Language is based on this, it is the most neglected part of language instruction. Due to curriculum planning, only fifteen minutes are usually spent on this part of the language lesson. The construction of the text according to units of meaning, the ability to use conjunctive words and phrases among paragraphs, even the division of the text into paragraphs are not always taught except for a few cases where some teachers do not follow the curriculum and make their own decisions (which had not happened with these learners). Added to that, the topics in L1 were characterized by the learners as irrelevant to their experience. As a result, there was a lack of the resources one would expect the learners to bring to 2^nd language writing.

I realized that the outcome of my in-class research findings showed unmotivated and unconfident learners. To help the learners understand the benefits of using the foreign language to communicate was a like a challenge for me. I also shared Raimes’ thoughts about how writing leads to learning.

“Writing reinforces the grammatical structures, idioms and vocabulary that we have been teaching to our students…. when our students write, they go beyond what they have just learned to say, to take risks…they necessarily become very involved with the new language; the effort to express ideas and the constant use of eye, hand and brain is a unique way to reinforce learning” (Raimes, 1983 :3) 

Through creative writing, the students can boost their self-confidence as it “allows them to take control over new language by governing its production” (Hudelson, 1992:44).                                            

My purpose would be to engage them in the whole process of writing. But this should not be done in the form of testing and evaluating but in an encouraging, motivating and enjoyable way so as to decrease stress and anxiety. Project work seemed to fulfill the above conditions and at the same time help “ to bridge the gap  between language study and language use” (Fried Booth 1986 :7)

PART 2: The project approach

Defining the term project Hedge notes that project is                                                                       “an extended task which integrates language skills work through a number of activities. These activities combine in working towards an agreed goal and may include planning, the gathering of information  through reading, listening, interviewing, etc, discussion of the information, problem solving, oral or written reporting, and display” (Hedge 1993 :276).

Some of the features usually involved in a project approach are:

–the emphasis on student- group centered experience as opposed to emphasis on teacher-centered   work                                                                                                                                            -the encouragement of student responsibility                                                                                    -the use of a range of skills                                                                                                                      -the study and use of authentic language materials                                                                                                                                       — activities outside of the classroom a. (Hedge 1993).

Moreover, the use of language is determined by genuine communicative needs as learners negotiate plans and ideas, imagination and creativity are encouraged collaboration, discipline and responsibility are promoted, and opportunities for cross-curricular work are created  (Hedge 1993).

Last, project work would give the learners the opportunity to deal with authentic material, instead of dealing only with artificial situations in the coursebook and in exercises. Instead, a range of resources was free for them to explore: magazines, newspapers, travel guides, brochures dictionaries, and Cdroms were brought to class by the teacher and the learners and were kept in the “English corner” of the classroom on a permanent basis. Exploring a topic through this material means exploring the real world using the foreign language. Research has shown that there is a connection between the use of authentic material and motivation in EFL  (Peackock 1997).

 

The relationship between project work and motivation

 Motivation is a key issue in teaching young learners.                                                                   “Children learn better if they have a positive attitude towards what they are doing and if they are motivated or want to do it. Interest becomes a crucial factor in deciding on classroom practices for teaching children”( Williams 1991 :207)

Williams and Burden define motivation as “a state of cognitive arousal, which leads to a conscious decision to act, and which gives rise to a period of sustained and/or physical effort in order to attain a previously set goal”  (Williams and Burden 1997: 120)

Researchers have identified some conditions that apply in highly motivating activities. A basic condition of motivating young learners is achieved when  “all of their minds and bodies are completely involved…they are not worrying about failing” (Williams  and Burden, 1997:127 ).

Hutchinson points out that involvement is an essential element of project work. It generates positive motivation as project “is very personal. The students are writing about their own lives…it is a very active medium. Students aren’t just receiving and producing words; Project work is “learning through doing”…it gives a clear sense of achievement. It enables the students to produce a worthwhile product” (Hutchinson,  1996:1).                      They learn how to communicate about their own world. Thus, language becomes a “bridge” through which two cultures communicate with each other (Hutchinson 1996).

In the meanwhile, as the learners were unconfident about writing, a climate of confidence should be built in the classroom as                                                                                                  “successful learners tend on the whole to be those who feel competent and capable of learning …teachers should see as one of their primary functions as encouraging a positive self –image, self- esteem, self- confidence” (Williams and Burden 1997 :72).

Artistic creation (drawing, colouring, making collages) is stress-free and cannot be assessed as right or wrong. All children are able to draw, more or less.                        “children want to make and create things for themselves. They need to create and recreate representations of their experiences. They are also curious- curious both about the world within their experience and the world beyond it” (Holderness, 1991 :19).

At the same time, art is a means of self-expression. Provided that young learners “learn by doing, by being actively involved in their learning” (Williams ,1991 :206), these activities were valuable in order to create a relaxed and joyful atmosphere, a non- threatening environment and a sense of competence.

Therefore, my purpose would be the creation of a project through an integration of artistic skills and a written text. This should then be material for display in the classroom or in the school corridors. Displaying children’s work is an essential factor of self-confidence and increases motivation (Brewster ,1991  :10-11). According to Willis ”Since this language is for public display, they will try hard to be clear and accurate” (Willis, 1996 :130)

 

PART 3:A process approach of interactive writing

The process approach does not emphasize the written product. It helps the learners to discover the way to the product. The learners work in groups to                                                   “explore a topic through writing, showing the teacher and each other their drafts, and using what they write to read over, think about, and move them on to new ideas” (Raimes, 1983: 10 ). This collaboration of groups can lead to the reduction of stress and anxiety along with overcoming the learners’ difficulties in getting started. In the meanwhile, the learners would feel confident as they would use the stages of the project as stepping stones, leading them to their purpose ( in this case, the exchange of information and ideas through writing).

Thus, the process approach has a “visible social orientation and highlights the writer – text- learner interaction” (Massi, 2001 :1). Massi also notes that writing is by nature interactive since it is the outcome of the interplay between writer, text, and reader. In interactive writing, the emphasis is on the purpose and the audience is considered. The writer is “constrained to adopt a reader-oriented approach so as to achieve a persuasive, emotive or objective function… it becomes value-laden and purposeful: at the same time, it enables the students to challenge their current language practices and gain the most from the experience” (Massi, 2001:1).

The idea of discourse oriented and purposeful writing not only seemed to perfectly match with the project approach but also to meet the learners’ needs for motivation.

 

PART 4: THE STAGES OF THE PROJECT

Stage 1. Beginning the project: The learners work in groups of three with rotating roles: the leader, the secretary, and the reporter. The teacher announces the topic, which is relevant to students’ experience. The project is based on a familiar topic from the coursebook and on recently instructed structures and vocabulary. She presents the topic, states any ideas and experience and draws attention to relevant language and vocabulary. A whole class discussion is conducted so that the learners brainstorm their ideas, knowledge, and experience on the topic. Suggestions are made until all groups decide on the title of the project. Questions are developed with the teacher’s help, which could be answered in the project. The teacher presents resource material, useful for the development of the project and suggests ways of further research making use of the available authentic material. She invites the learners to bring any other resources they can find as well.

Stage 2.Developing the project: Group-brainstorming is developed as the learners cooperate to decide on the content and appearance of their project. The group secretary keeps notes. The reporter of each group informs the teacher about their project: a poster, a brochure, a booklet, a small newspaper etc. The teacher helps the group specify the audience (the classmates and teacher, students of the other classes, other teachers, their families)

Stage 3. Drafting: Through collaborative writing, each group puts thoughts down in order to produce a draft on the topic. The focus is on content and students are encouraged to write freely with no concern for mechanics and mistakes. They revise the text consulting the teacher.

Stage 4.Peer -editing: Students exchange drafts and keep notes on any suggested changes for organization, division of paragraphs, vocabulary choice and repetitions,  grammatical and spelling mistakes. The teacher moves around commenting on the changes, providing feedback, helping with grammar and lexical items and organization while at the same time she keeps a record of the students’ progress, frequent questions, doubts and inaccuracies  . Dealing with errors, she tries to concentrate more on meaning and, when a big number of errors occur, to  “question only really major errors…which interfere with communication so much that you can’t work out what the learner is trying to say” (Raimes ,1983:22).

Stage 5: Revising : Each group decides on the incorporation of the suggested changes, adds or deletes sentences and writes the final text.

Stage 6: The artistic part: The learners divide the responsibilities for gathering information and collecting pictures or drawings. They decide what photographs, pictures and illustrations to include. Then they work together to complete the project (they arrange meetings after school if possible).

Stage 7: Publication: the teacher sets a deadline by which all groups must submit their work. On that special day each group presents its project. The projects are then displayed in the classroom or the school corridors, put in the school-paper, taken home, or shared with students of another school.

Assesment : The learners would get an A mark just for participating (as my purpose was to motivate them to write and to reduce their stress). However, when the 4^th project was announced the learners insisted on voting for the best project. Therefore, I decided to use the criteria presented below to give extra credits to each group. Such criteria would be “the overall impact of the project… for the level of creativity, the neatness and clarity of presentation and most of all the effort that has gone on its production” (Hutchinson, 1996 :3). As I detected a competitive spirit among groups, I tried to make sure that, finally, all groups would get extra credits for a specific part of their project.

 

PART 5: EVALUATION

Assessing the effectiveness of the approach

An evaluation of the approach was carried out:

a) by the teacher, using the group evaluation sheets. These were really useful in deciding on future planning and the alterations to be made b)the learners, by responding to the questionnaire. Both of the above helped me  draw the following conclusions:

 Increased participation:  most of my learners managed to participate in the writing process.In fact, they enjoyed being creative and they were looking forward to starting a new project. They had come across strategies that would be helpful in the future. As some of them noted, what they had been able to produce in L1, up to now, was at the level of a draft. Given guidance, feedback and cooperation, they discovered that writing did not have to be a stressful activity. However,  it was not writing that excited them so much but the artistic part of the project. So, some of the students neither spent much time on writing the text nor paid the necessary attention to it. I often had to remind both the learners and myself that the aim was the development of writing skills.

Increased motivation: In follow-up classes, the learners agreed that the atmosphere was not as stressful as they used to think. They had started to feel more competent than before. The display of their projects proved to be a highly motivating factor as even the weak students realized that they could be part of it, as they noted in their evaluation questionnaire. The choice of topics also proved a motivating factor along with the use of authentic material as they realized they were able to use language for real purposes.

Progress in the development of writing skills: Admittedly there was very little such progress. Less able learners repeated the same mistakes and detection of errors in the peer editing part was not satisfying. In addition, not all learners made use of the strategies. They would rather write a text in the native language and tried to translate it afterward, realizing, finally that they had come to a dead end. Also, a basic drawback of the approach was the inability to monitor individual progress. Nevertheless, the situation was quite promising as it provided a basis to build on in the future.

 

Problems faced in the process

Groupwork: In general terms, the groups managed to cooperate according to responses in appendix 11. Most of them used native language while they negotiated about the text or the project and often had to be reminded to speak more English. Since the learners were allowed to choose their partners there were times that some of them remained unwanted, for personal reasons or because they were weaker students. In such cases, the teacher’s intervention was needed in forming the groups. In addition, when the groups collaborated to write the text, the teacher had to intervene to make sure that it was not the more able student who wrote it. Surprisingly, complaints came from both sides: weak students often complained because their partners did all the writing themselves and in other cases, the more competent ones complained about their partners’ lack of participation. There were also cases were the competitive spirit among groups was too high and the teacher had to calm the students down.

Classroom management: The level of noise was kept high mostly when the learners got very excited about creating. Also, time was a negative factor, as it was never enough. In many cases, the learners had to meet after school or work alone at home.T his caused negative comments by some parents who judged that there was a heavy load of homework. Inevitably, there was not adequate time to keep up with the coursebook and this seemed to worry the parents and the students. In addition, the students used too much L1 when they negotiated about what to write, as appendix 10 shows, and had to be reminded to speak more English.

Some final thoughts:

 I strongly believe that the implementation of this approach, although not resulting in astonishing results,  was a beneficial experience for my students and for me.                          First, it put writing into a new perspective for my learners; language is used meaningfully, for their own purposes and is made “theirs”.                                                         Second, it helped me develop a broader knowledge of my students through their projects.  This approach requires patience and effort from both the learners and the teacher.It also requires imagination which, as Massi notes, “is rewarded by the creativity and enthusiasm that most students display in response” (Massi,   2001:2).                                                      

REFERENCES

Brumfit, C., Moon, J. & Tongue, R.  1991. Teaching English to Children :From Practice to Principle. London : Harper Collins Publishers

Cross curricular Framework of Programme of Studies of the Geek Compulsory Education. 2002.  Published by the Ministry of Educational and Religious Affairs of Greece

Fried Booth, D,. 1986. Project Work, Oxford: OUP

Hedge, T  . 1993. Key concepts in ELT: Project Work. ELT Journal ,47/3: 276-277

Hudelson , S . 1988 Children’s writing in ESL ERIC Digest  ED 30 30 46  http://ericae.net/edo/ED303046.HTM

Hutchinson, T . 1996. Project Work in language learning. The Language Teacher  Online  20.9 http://langue.hyper.chubu.ac.jp/jalt/pub/tlt/96/sept/prog.html

Massi,  M.P. 2001. Interactive writing in the EFL class: A repertoire of tasks. The Internet  TESL Journal, Vol.II , No. 6 , June 2001   http://itesl.org/Techniques/Massi-WritingTasks.html

Peackock  M . 1997.The effect of authentic materials on the motivation of EFL learners . ELT Journal 51/2:144-153

Raimes, A., 1983. Technniques in teaching writing. Oxford : OUP

Williams , M.., & Burden, R.L.,1997.Phychology for language teachers. Cambridge: Cambridge University Press. .

Willis, J, . 1996.  A Framework for Task-Based Learning. Harlow: Longman.

Task 1(homework)

Choose one of the following topics to write a short text.

1) A note for the notice board in order to find children who share the same hobby worth you and invite them to make a club.

2) Describe your house.

3) Describe your family

4) Write about your pet

5) Write about your best friend.

6) Write about your favourite pop star.

7) Write about your hobbies

8)Write about your favourite season

9) Write about a job that you like

 

 

Purpose

• to revise vocabulary and functions instructed the previous year
• To evaluate the learners’ writing skills and asses their needs

 

Next step

Try the same task as class work with brainstorming activities and feedback by the teacher.

 

QUESTIONNAIRE (Translated).

 

1.When you hear “written work” what comes into your mind?

1. a) Tests(14) b) composition in L1 (Think and write) c) punishment (4) d) else………………….

 

2.In Greek you can produce a text

1. Very easily b) not so easily (13) c) with difficulty (5)

 

3.You watch your parents write something

1. a) Very often(3) b) often (8) c) never(7)

 

4) Your parents usually write

1. a) Shopping lists(6) b) messages for you or someone else to find(2) c) texts for their job(6) d) texts on the computer(6)

 

5) Apart from homework do you write anything else?

1. a) Keep a diary(5) b) letters to a pen friend(4) c) short stories /poems d) else…………
2. e) No, I don’t write anything (9)

 

6) What do you prefer, writing or speaking activities?

1. a) Writing because (1)…………………………………………
2. b) Speaking because…(11) easier, less stressing . less spelling mistakes……………

 

7.Do you think that writing helps you?

1. a) Memorize better? Yes(8)- no
2. b) Answer correctly because you have more time to think yes(6)- no

 

8)Circle yes or no

• I prefer individual work to group work                                         yes(5)- no(13)

(Can you say why?……………………………………………………….)

• My handwriting is not good so I don’t like writing                       yes(3)-no
• Have a heavy schedule and I always do my writing in a hurry       yes(4)-no
• I want to write an English text but I’m worried because I can’t write correct          sentences                                                                                        yes (8)-no
• Always revise a text before submitting it                                       yes(10)-no

 

9) Put a number from 1 to 5 to show hat you like more (5 for the most favorable)

• Copy
• Dictation (least favorable)
• Workbook exercises
• Creative writing
• Gap filling exercises
• Projects (most favorable)

10) What do you need to practice more?

Vocabulary (3)                                                  grammar              sentence formation(4)

Spelling   (1)                                                      creating a text (7)

 

 

GROUP  EVALUATION SHEET

 

ASPECTS TO BE CHECKED                                     GROUPS
	1	2	3	4	5	6
project completion
participation
cooperation
Success in conveying the message- clarity Neatness Level of creativity
Avoidance of using  L1
WRITTEN PART: organization
vocabulary
spelling
Fluency
Grammar

 

A: excellent,   B: good     C: satisfactory    D: not so good

 

 

PROJECT  1

 

TOPIC	MATERIAL	GROUP NO	PROJECTS	TYPES OF PROJECTS	COMMENTS
personal interests         PURPOSE Revision, production of a text,	carton, glue, scissors, magazines, coloured pens, personal material to present one’s hobby	6	6	posters	-Ss were excited, -5 of them did not participate in writing, -not enough time to check drafts appropriatrly, -I didn’t correct all mistakes in the final text so as not to discourage them -they were good in suggesting more ideas -Tim and Marina were embarrassed when the orhers corrected their text -stress for spelling mistakes

 

THE LEARNERS EVALUATE THE APPROACH AFTER FINISHING THE FIRST PROJECT

 

 

SELF ASSESSMENT SHEET (translated)

1) Have you enjoyed the first project?  Yes    no

Why?  Why not?

……………………………………………………………………………………………………………………………………………………………………………………………………………………………..

 

2) Which part did you like more ?(  )

Designing the poster     cooperating      writing   correcting

Presenting the project     else………………………………………………………..

 

3) Which part(s) did you find more useful?…………………………….

Can you say why?……………………………………………………………………………….

 

4) Did you participate in the writing part? How?

……………………………………………………………………………………………………………….

 

5) Would you like to do another project?

YES       NO

 

6)If yes ,would you like to suggest any alterations?

…………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………

 

7) Do you find writing easier when it’s done as groupwork? Why?……………………………………………………………………………………………………

 

The texts that appeared in project 1

 

THE MUSIC CLUB

Do you like music?Then don’t lose time!

Our name is “Steps music club”.There’s very good music and lots of fun!

There are good cds from all over the world:Madonna , Despoina Vandi, Anna Visi, Britney Spears, One, Celine Dion, Alkistis, Eminem and many other stars.

We’ve got pop music, rock and roll, classical music, and a lot of different kinds of music.

We listen to cds and  we are crazy about them!

Everyday people come and have fun here!

We are the most famous club in Kiato!

 

YU-GI-OH CLUB

Do you like playing yu- gi-oh? You can meet other players.There are yu- gi- oh cards! Come here at the yu-gi-oh club! Join in and have fun!

 

SPORTS TV CLUB

Come to the club! You can learn about football and have fun! Join in! We will connect you with all the channels! You will see all the sports and you will watch TV on line connections with all the athletes of the Olympic Games!

 

SPORTS CLUB

Do you want to do many sports? We are there to teach you!

Swimming: Do you like swimming? Do you want to swim in Winter? If you want, you can join the swimming team.

Basketball:Are you tall? Do you like to play with your friends? Then basketball is the best sport for you! Come and play with us and you will enjoy it!

Volleyball: Do you want to play but you don’t know the rules? We can help you to be the best!

Football :Are you fast? Do you want to be a famous football player?

There are other sports :tennis, baseball, handball etc.