Indian Journal of Science and Technology

Abstract

Background/Objectives: In India, teaching English for learners in heterogeneous and overcrowded classrooms is a ­challenging task. This study attempts to investigate the effect of teaching Big Writing elements at tertiary level. Methods/ Statistical Analysis: The study is experimental and it involves a single group. The participants of the study were seventy, first year B.Com students from Hindustan Institute of Technology and Science, Chennai, South India. Pre-test and post-test were administered before and after the intervention and the result was analysed using SPSS software. Findings: The findings of the study suggest that there is a statistically significant improvement in writing abilities of the participants after the Big Writing instruction. Applications/Improvements: The Big Writing approach can be used to develop the writing skills of the technical students belonging to polytechnic colleges and engineering students, especially the low achievers.

Keywords: Big Writing, English as Second Language, Tertiary Learners, VCOP Technique, Writing Skills