Teachers select the common mistakes of students and then discuss them in the classroom to make all students to be aware of them.
Table 6.45
Giving Elaborated Feedback /Conferencing in the Writing Classes
Variable Tools Used Levels Responses Descriptive
Statistics DOM
1 2 3 4 5 Mean SD
-1.13 Elaborated
Feedback
Teachers' Questionnaire (item 58)
SSC, N=16 0 2 7 4 3 3.5 .966
O Level, N=16 0 0 3 0 13 4.63 .806
Observation Checklist (item 43)
SSC, N=16 4 8 2 2 0 2.12 .957
-1.96
O Level, N=16 0 0 3 9 4 4.06 .68
Source: Field Survey, 2010 (Scaling: 1= Not at all; 2= Rarely; 3= Sometimes; 4= Very Often; 5= Always; SD=
Standard Deviation, DOM=Difference of Mean between SSC and O Levels)
Response of teachers suggests that teachers of both the levels give elaborated feedback in the classroom. However, the mean score of observation checklist signifies that the teachers of SSC level hardly do it in the classroom compared to the high level of practice in O level classrooms where the mean score is 4.06.
6.11.3 Giving some Specific Praise in Feedback along with Suggestions for Improvement
Positive feedback enhances the motivation of the learners. If the suggestions are accompanied by praises, the students get inspired and become enthusiastic in their tasks.
Table 6.46
Giving Some Specific Praise in Feedback along with Suggestions for Improvement
Variable Tools Used Levels Responses Descriptive
Statistics DOM
1 2 3 4 5 Mean SD
.17
Positive Feedback
Students'
Questionnaire (item 40)
SSC,
N=120 21 8 39 32 20 3.18 1.296 O Level,
N=120 8 22 47 29 14 3.01 1.081 Teachers'
Questionnaire (item 59)
SSC, N=16 0 2 3 7 4 3.81 .981
–. 69 O Levels,
N=16 0 0 2 4 10 4.50 .73
Observation Checklist (item 42)
SSC, N=16 2 4 6 4 0 2.75 1.00
–. 87 O Level,
N=16 0 1 6 7 2 3.62 .806
Source: Field Survey, 2010 (Scaling: 1= Not at all; 2= Rarely; 3= Sometimes; 4= Very Often; 5= Always; SD=
Standard Deviation, DOM=Difference of Mean between SSC and O Levels)
Teachers' and students' questionnaire suggest that teachers of both the levels award specific praises in the copies to boost up the students. However, the data of observation checklist offers slightly different picture. According to observation checklist, the practice is higher at the O level than that of the SSC level.
6.11.4 Arranging Peer Feedback in the Classroom
Sometimes teachers arrange peer feedback in the classroom where the students check one another's copy. The table below shows the extent to which peer feedback is done in SSC and O level classes.
Table 6.47
Arranging Peer Feedback in the Classroom
Variable Tools Used Levels Responses Descriptive
Statistics DOM 1 2 3 4 5 Mean SD
.44 Peer
feedback
Teachers'
Questionnaire (item 60)
SSC,
N=120 3 4 7 2 0 2.50 .966 O Level,
N=120 8 1 5 2 0 2.06 1.181 Observation Checklist
(item 45)
SSC, N=16 1 2 8 3 2 1.00 .00
–.93 O Levels,
N=16 0 0 5 8 3 1.93 .573
Source: Field Survey (Scaling: 1= Not at all; 2= Rarely; 3= Sometimes; 4= Very Often; 5= Always; SD= Standard Deviation, DOM=Difference of Mean between SSC and O Levels)
The mean scores of both the levels in Teachers' questionnaire and Observation checklist suggest that there is hardly any provision of peer feedback in the classroom. In the ‘interview’ with teachers, it was revealed that the students did not like to be exposed to their classmates, and they felt at ease when the copies were checked by the teachers.
6.12 Mode of Error Correction
While giving feedback, the teachers follow different modes of error correction so that the learners may correct themselves from the mistakes detected by the teachers.
6.12.1 Using a Standard Set of Symbols to Indicate Place and Type of Error
If teachers use a standard set of symbols to indicate place and types of error, it becomes easier for the students to follow the feedback.
Table 6.48
Using a standard set of symbols to indicate place and type of error
Variable Tools Used Levels Responses Descriptive
Statistics DOM
1 2 3 4 5 Mean SD –.82
Error correction
Teachers' Questionnaire (item 55)
SSC, N=16 2 3 5 0 6 3.31 1.493
O Level, N=16 0 3 0 5 8 4.13 1.147 Observation
Checklist (item 48)
SSC, N=16 2 8 4 2 0 2.37 .885 –.12 O Level, N=16 0 2 4 5 5 3.81 1.046
Source: Field Survey, 2010 (Scaling: 1= Not at all; 2= Rarely; 3= Sometimes; 4= Very Often; 5= Always; SD=
Standard Deviation, DOM=Difference of Mean between SSC and O Levels)
The mean score of O level is very high (4.13) in Teachers' questionnaire and high (3.81) in Observation checklist. On the other hand, the mean score at the SSC level is 3.31 in ‘Teachers questionnaire’ and 2.37 in observation checklist, which suggest that the teachers of SSC are well behind the O level teachers in using such standard symbols.
6.12.2 Taking Account of All the Errors
In CLT teachers are not supposed to take all the errors seriously in the initial stages. However, SSC level could not be termed as initial stage as the students were getting acquainted with CLT syllabuses from earlier classes.
Table 6.49
Taking Account of All the Errors
Variable Tools used
Levels Responses Descriptive
Statistics
Error correction
Observation Checklist (Item 25)
1 2 3 4 5 Mean SD SSC Level,
N=16 0 0 4 4 8 4.25 .856
O Level, N=16 0 0 4 10 2 3.87 .619 Difference of Mean between SSC and O
levels .38
Source: Field Survey, 2010 (Scaling: 1= Not at all; 2= Rarely; 3= Sometimes; 4= Very Often; 5= Always; SD=
Standard Deviation;)
It can be deduced from the mean score that the teachers of SSC level take account of all the errors the students make. The tendency is comparatively low among the O level teachers though the score is 3.87.
However, the SSC level teachers account errors, but they do not give correct answers against the errors. The tradition is supported in CLT but the reality is that they do not get time to give right answers. On the other hand, there is synchronisation between the score of the previous table with the following table in terms of O level teachers' technique of error correction as they usually give right answers against the errors.
Table 6.50
Giving Right Answers against All Errors
Variable Tools used
Levels Responses Descriptive
Statistics Error correction Teachers'
Questionnaire (Item 46)
1 2 3 4 5 Mean SD SSC Level, N=16 0 0 9 1 6 2.50 .894 O Level, N=16 5 3 0 8 0 4.06 .68 Difference of Mean between SSC and O
levels -1.56
Source: Field Survey, 2010 (Scaling: 1= Not at all; 2= Rarely; 3= Sometimes; 4= Very Often; 5= Always; SD=
Standard Deviation)
The mean score of SSC is 2.50 while the score of O level is 4.06. The scores suggest that if detected, the O level teachers prefer giving correct answers against the errors, while the teachers of SSC do not follow it.
6.12.3 Explanation of All the Grammatical Rules in the Classroom
This reply shows the attitude of the students about their expectation from teachers regarding correction of grammar. 73.3 percents students of SSC level are strongly agreed that language teachers should explain all the rules of grammar in the classroom while the percentage of O level students is 52. 42 percent students choose the option ‘agree’.
Table 6.51
Explanation of All the Grammatical Rules in the Classroom
N=240
Option SSC O Level
f % F %
Strongly agree 88 73.3 52 43.3
agree 26 21.7 42 35.0
neither agree nor disagree 2 1.7 23 19.2
disagree 3 2.5 2 1.7
strongly disagree 1 .8 1 .8
Source: Field Survey, 2010
It is clear from the table that students of both the streams are either strongly agreed or agreed with the statement that all grammatical rules should be explained in the classroom.
6.12.4 Accuracy over Fluency
Both fluency and accuracy are required in attaining language proficiency. However, in CLT, fluency is rated above accuracy at least in the initial stages. The table below reflects that the teachers of SSC level are more concerned about accuracy than fluency.
Table 6.52 Accuracy over Fluency Variable Tools used
Levels Responses Descriptive Statistics Accuracy ranked over
fluency
Observation Checklist (Item 49)
1 2 3 4 5 Mean SD SSC Level, N=16 0 0 2 6 8 4.37 .718 O Level, N=16 5 5 4 2 0 2.18 1.046 Difference of Mean between SSC and O
levels 2.19
Source: Field Survey, 2010 (Scaling: 1= Not at all; 2= Rarely; 3= Sometimes; 4= Very Often; 5= Always; SD=
Standard Deviation)
The very high mean score of SSC level is suggestive of teachers' excessive emphasis on accuracy. On the other hand, the teachers of O level allow students to attain fluency as evidenced by the low mean score. The teachers of O level allow students to produce language in the classroom without imposing on them the concern for accuracy all the time. It does not mean that the teachers of O level do not ask students to be accurate, in stead, they give feedback on accuracy while checking copies and arranging conferencing in the classroom. But, they do not destroy the students’ fluency by restricting their spontaneity.
6.13 Conclusion
Techniques applied in teaching writing skills at the SSC and O Levels are presented and discussed in this chapter. The results show that the O level classrooms are more learner centred and task oriented than the SSC classrooms. Moreover, there is difference in the range of giving feedbacks and techniques of error correction.
The next chapter (chapter 7) discusses effectiveness of classroom teaching of writing skills.