Indian Journal of Science and Technology
Year: 2017, Volume: 10, Issue: 11, Pages: 1-6
F. L. Sophia Florence* and Akkara Sherine
*Author for correspondence
F. L. Sophia Florence
Department of Languages, Hindustan Institute of Technology and Science, Chennai - 600 103, Tamil Nadu, India; [email protected]
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
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