Teaching EFL and ESL Students: Strategies to Improve Writing Skills

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Early Misconceptions

For two years, I taught writing to 6th grade EFL students in Thailand. During my first year, misconceptions derailed my best lesson plans. The biggest misconception was that I expected my sixth grade students to be able to write as well as native English speaking students. Nothing could be farther from the truth. EFL students are at a distinct disadvantage because their command of the English language is much lower than that of native speakers. The average EFL student doesn't have a good command of the spoken language, hence he or she will make many mistakes when speaking English. These mistakes are carried over in writing in the form of grammatical mistakes using verb tenses, incomplete sentences, bad sentence structure, and misuse of pronouns and singulars and plurals.

Another misconception was that the student had sufficient vocabulary to write about a common daily topic like shopping and eating at a restaurant. Although a lot of vocabulary has been introduced to EFL students, most students haven't internalized the vocabulary and can't use it like native speakers.

Writing Objectives

The Ministry of Education in Thailand has decreed that in the learning area of EFL writing, 6th grade students are expected to:

1. give requests and instructions;

2. ask and give data about themselves, family, and friends;

3. express feelings; and

4. communicate about the environment, food, health, buying and selling, and free-time recreation.

These are worth-while goals; however, to reach them strategies must be devised to get rid of the deficiencies many students have.

EFL Classroom Instruction

ESL Classroom Instruction in Thailand
ESL Classroom Instruction in Thailand | Source

Writing Simple Sentences

Strategies for Improving Writing Skills

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Strategies to Get Rid of Reading Deficiencies

With a realization that EFL and ESL students aren't as well-prepared as native speakers for writing, the following strategies would help eliminate deficiencies:

1. Remedial Instruction:

It is unrealistic to expect a 6th grade EFL or ESL student to immediately write a coherent paragraph with a topic sentence, supporting facts, and a summary sentence. If a 6th grade student could do this, our lives would be so much easier. Bearing this in mind, we must take a step back and give remedial instruction. This remedial instruction would include: reviewing and introducing new vocabulary; reviewing grammar, spelling, punctuation, and capitalization; making simple sentences; and combining, reorganizing, subtracting, and adding sentences.

Most students can not write well because they have not listened, spoken, and read extensively where they can acquire facts, opinions, ideas, and lots of new vocabulary. In remedial instruction, the student would do a lot of listening, speaking, and reading in addition to writing. The presentation of model paragraphs and dialogs is an excellent way to introduce and review key vocabulary used in writing.

Review of grammar, punctuation, spelling, and capitalization is also needed. Sixth grade students haven't mastered all of these skills. In addition, interference from the student's native language which many times employs simpler grammar and no punctuation or capitalization will hinder students in developing good writing skills.

Many EFL students can't put together a simple subject - verb sentence due to interference from their native language which has sentence structure different from English. In remedial training, the students should be taught the basic sentence structures as well as techniques for combining, reorganizing, subtracting, and adding simple sentences. For example, a teacher could write four sentences like these on the board: There is a girl. The girl is little. There is a lake. The girl fell. The teacher would next ask the students to make one sentence out of the four. Some student would probably say: The little girl fell into the lake.

2. Generating Compound and Complex Sentences From Simple Sentences:

A variety of simple, compound, and complex sentences will make writing much more lively and interesting to read. After the student is good at making simple sentences, the teacher should demonstrate and then give students practice in making compound sentences from simple sentences using the coordinators and, nor, but, or, yet, for, and so. Finally, the teacher can move into introducing dependent and independent clauses, and then the construction of complex sentences employing the subordinators because, since, after, although, when, and relative pronouns.

3. Pre-Writing Activities:

After a student has a foundation in the mechanics of writing, he or she can move into putting ideas on paper. In doing this, activities like brain-storming and organizing ideas into topics are necessary. Brain-storming is simply thinking of any ideas which might be related to the topic you are writing. After you have your ideas, it is necessary to organize them into topics. Let's say that a student is writing about important cities in Thailand. In the brain-storming phase, the student will think of all the cities he or she knows, and then probably come up with a list like: Bangkok, Chiang Mai, Korat, Hat Yai, Khon Kaen, Lopburi, Chiang Rai, and Suratthani. In the organizational phase, the teacher could suggest that the cities be grouped into the geographical regions of northern, central, northeastern, and southern Thailand. Therefore, the students would put Chiang Mai and Chiang Rai into the northern region, Bangkok and Lopburi in the central region, etc.

4. Construction of a Paragraph:

After pre-writing activities are finished, the teacher can move into the actual construction of a paragraph. The first step in doing this is pointing out to the students that every paragraph has a topic sentence, a body with supporting facts or ideas, and a summary sentence. The topic sentence could be compared to a headline of a news article which tells the reader the main idea of the paragraph. The body might be compared to the supporting facts and ideas to back up the topic sentence. Finally, the summary sentence would be the concluding thoughts of the paragraph.

5. Construction and Arrangement of Paragraphs Into an Article:

The final step in the writing process is constructing and arranging all of your paragraphs into a coherent article. To be successful in doing this, you must make sure that different ideas appear in different paragraphs, and that there are good transistion words between the paragraphs. For example, the sequencing technique can be used in some articles. One paragraph might have the first step of a process, and the next paragraph would have the second step, etc., to explain the whole process.

In making writing interesting and appealing to readers, the students should be taught the value of using adjectives and adverbs which stir emotions in people. Students should know how to use a thesaurus to find good synonyms and antonyms. Finally, in eliminating deficiencies in writing, students should be reminded to use a variety of simple, compound, and complex sentences.


© 2011 Paul Richard Kuehn

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Comments 7 comments

Phillbert profile image

Phillbert 5 years ago from The Ozarks

Very interesting!


GiancarloLorenzo profile image

GiancarloLorenzo 4 years ago from Little Rock, Arkansas

Great hub. Tips like these are even useful to me at the age of 28. Even if it's not necessarily pertaining to me. So many years have passed by and sometimes you can forget the basics. I am still trying to improve my writing and a hub like this goes a long way into helping. It also makes me feel better that you thought I made a good hub given that you teach writing.


Paul Kuehn profile image

Paul Kuehn 4 years ago from Udorn City, Thailand Author

GiancarloLorenzo,

Thanks for reading this hub and your great encouraging comments.


Brett.Tesol profile image

Brett.Tesol 3 years ago from Somewhere in Asia

Very good advice for EFL teachers. I have also found that some students have a natural spoken ability, but can not write. In these cases, I would try to get them to sound out the sentence, instead of over analyzing the grammatical rules ... as often this over thinking would in fact cause the errors (self doubt).

Shared, pinned, tweeted, up and useful.


Paul Kuehn profile image

Paul Kuehn 3 years ago from Udorn City, Thailand Author

Brett, thanks for stopping by and your great insightful comments. You're correct in pointing out that some students who can speak well can't write. Sounding out the words in a sentence and not dwelling on grammatical rules is very good advice. Thanks for sharing.


beingwell profile image

beingwell 3 years ago from Bangkok

Voted up, paul! I live in BKK, too. Most of my Thai friends are good in English. It was different 5 years ago, though. Cheers!


Paul Kuehn profile image

Paul Kuehn 3 years ago from Udorn City, Thailand Author

Hi beingwell,

Thank you very much for reading my hub. I appreciate your comments and the votes.

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