Teaching strategies and its influence on students’ English writing skills at Secondary School Certificate

Qudsia fatima


Teaching strategies perform a great role in students’ learning at every level of education. This paper presents achievement in English writing skills and the practices of teaching used by teachers. Sequential explanatory design was chosen for this study. Sample was selected from private schools of Lahore city offering SSC. Four private schools were selected through simple random sampling technique. In each school one section of SSC was selected as sample. Students and teachers of the selected classes were included in sample. Research instruments comprised of  test and interview protocol. Essay type test was developed and administered to measure the English writing skills of students. Test was developed by using intended learning outcomes of curriculum of English language. Criteria for developing rubrics for scoring of test was based on the student learning outcomes from curriculum of SSC. Interviews were conducted to explore the teaching strategies for developing writing skills. Findings revealed that teachers of SSC mostly use lecture questioning, feedback, self-review and pair work for developing writing skills. They rely on textbook as an important resource. They do not give emphasis on student centered methods for teaching writing because it takes much time.

Full Text:



Bibi, A. (2002). The comparative effectiveness of teaching English

grammar with the help of text book and by using group work

activities. (Unpulished doctoral dissertation, Allama Iqbal Open

University, Islamabad, 2002). Retrieved from


Clark, V.L. and Creswell, J.W. (2008). The Mixed Methods Reader .

Thousand Oaks, CA:


Creswell, J. W. (2014). Research design: Qualitative, quantitative, and

mixed methods approaches. London: Sage

Elftorp, F. (2007).How to improve students writing and speaking skills.

Retrieved from http://www.diva-


Fatima, Q., & Akbar, R.A. (2017). Comparison of teaching practices in

English writing

classrooms of secondary school certificate and general certificate of

education Ordinary level. Journal of educational Research, 20 (2),


Geiser, S., & Studley, R. (2001). UC and the SAT: Predictive validity and

differential impact of the SAT and SAT II at the University of

California Retrieved March 1, 2002, from http://www.Informaword.

com/smpp/content~db=all~content=a 784398315

Green, J.C., Caracelli, V.J. and Graham, W.F. (1989). Toward a conceptual

framework for

mixed-method evaluation designs. Educational Evaluation and Policy

Analysis , 11(3), pp.255-274.

Harmer, J. (2006). How to teach writing. Delhi: Longman.

Harmer, J. (2007). How to teach writing. Delhi: Longman.

Javed, M., Juan, W. X., & Nazli, S. (2013). A Study of Students'

Assessment in Writing Skills of the English Language. Online

submission, 6(2), 129-144.

Khan, H.I. (2012).English teachers’ perceptions about creativity and

teaching creative writing in Pakistan. American international journal

of contemporary research, 2(3), 57-67.

Korhonen, K. (2010). Teaching English in upper secondary schools: How

English is taught and what are the most effective ways of learning (

Bachelor’s thesis, University of Jyvaskyla, 2010). Retrieved from



Miles, M.B. and Huberman, A.M. (1994). Qualitative Data Analysis: A

Sourcebook. Beverly Hills: Sage.

Mirza, M., Nosheen, M., & Mahmood, N. (1999).Impact of examination

system and teaching styles of teachers at secondary and higher

secondary classes. Retrieved from



Morgan, D.L. (1998). Practical strategies for combining qualitative and

quantitative methods: Applications to health research. Qualitative

Health Research, 8, pp.362-376.

Naeem, M.I. (2011). A comparative study of secondary school

certificate(SSC) and General Certificate of Education- Ordinary level

(GCE- O level)English language course( Unpublished doctoral

dissertation).International Islamic University, Islamabad, Pakistan.

Nausheen, M. (2016). An adaptation of the Motivated Strategies for

Learning Questionnaire (MSLQ) for postgraduate students in

Pakistan: Results of an Exploratory Factor Analysis. Bulletin of

Education and Research , 38 (1). pp.1-16

Poon, A.Y.K.(2005). A study on using an integrative-narrative method to

teach L2 writing in a Hong Kong primary school. Rijlaarsdam, G., Bergh, H, V, D., & Couzijn, M. (Ed.), Effective learning and teaching of

writing(pp.305-322). New York: Kluwer academic publishers.

Tashakkori, A. M. and Teddlie, C.B. (Eds.), (2010). Second edition.

Handbook of Mixed Methods in Social and Behavioral Research,

pp.51-90. Thousand Oaks, CA: Sage.

The Nation’s Report Card. (2012). Writing 2011: National assessment of

educational progress at grades 8 and 12. America: National Center

for Educational Statistics.

DOI: http://dx.doi.org/10.30971/pje.v38i1.866


  • There are currently no refbacks.

Maintained by: Software Section, Directorate of ICT