Instructional Techniques and Enhancement of Writing Proficiency in English Language

Abstract

The paper assesses the instructional methods employed in English language classrooms to enhance students’ writing ability. Using particular elements of Communicative Language Teaching (CLT) enhances teachers' capacity to foster the advancement of students' writing.  The paper contends, using empirical data from Kenya's Marakwet Sub-Counties, that the inability of English language teachers to apply CLT methodologies exacerbates students' diminishing performance in English language. The study illustrates that information-gap, task-completion, opinion-sharing, information-transfer and role-play activities are crucial for the enhancement of writing skills. The sample group comprised eleven public secondary institutions, constituting 33% of the schools surveyed. They were selected by stratified random sampling based on the administrative divisions of the sub-counties. Eleven teachers of English were chosen via purposive sampling. Simple random sampling was used to select 121 students from the eleven form three classes. Data was gathered through interviews, observations, and questionnaires and analyzed descriptively and presented using tables and pie charts. The study concludes that techniques such as groupwork, discussions, question-and-answer, and daily assignments are essential for teaching writing. To enhance students' writing performance, real-life writing contexts should be prioritized, and educators should adopt the use of CLT instruction.