THE CATHOLIC UNIVERSITY OF MALAWI

FACULTY OF EDUCATION

DEPARTMENT OF ENGLISH AND COMMUNICATION STUDIES

ASSESSING THE CONTRIBUTIONS OF THE LANGUAGE LEARNING PROCESS

IN NURTURING WRITING SKILLS: A CASE OF ZOMBA CATHOLIC
SECONDARY SCHOOL

By

MARTIN CHISOMO KALILANGWE

(BAED/NE/02/2017/014)

A DISSERTATION SUBMITTED TO THE FACULTY OF EDUCATION

DEPARTMENT OF ENGLISH AND COMMUNICATION STUDIES IN PARTIAL
FULFILMENT OF THE REQUIREMENTS FOR THE AWARD OF A BACHELOR
OF ARTS IN EDUCATION (ENGLISH)

JUNE 2021
 DECLARATION

I, undersigned, declare that this is my own original work and has not been submitted to any
other institution for similar purposes. Wherever other people’s works have been used
acknowledgements have been made.

MARTIN CHISOMO KALILANGWE

Signed: …………………………………………….

Date: ……………………………………………….

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 CERTIFICATE OF APPROVAL
I, the undersigned, declare that this dissertation is the student’s own work and has been
submitted with our approval.

Supervisor: Liston Mpheza

Signature: ……………………………… Date: ……………………….

Head of Department: Witness Mdoka

Signature: ……………………………….. Date: ………………………...

Dean, Faculty of Education: Alistalico Chilanga

Signature …………………………………… Date:………………………….

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 DEDICATION
I dedicate this work to my mother and brothers. You have shown me love and kept on
supporting me in each and everything I was doing. You always cheered for me in every event
and situation that I would be passing through. Thank you for your love and may the good
Lord continue blessing you in abundance.

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 ACKNOWLEDGEMENTS
I would like to thank the Lord for allowing me this opportunity to pursue my education until
this stage. I am grateful for what He has done for me in my life.

I would also like give thanks to my supervisor, Mr L. Mpheza, for the support he has
provided and the encouragement he shared as I was preparing this study.

Special thanks should go to my late father, Limbani Kalilangwe. My mother and brothers and
other relatives for all the things you have done for me. You supported me financially and
spiritually. I would also like to thank my uncle, Peter Chikabadwa for all the support he gave,
may the Lord bless him.

I would also like to give special thanks to the late Rt. Hon. Dr. Justin Malewezi Snr, for all
the support he provided through resources and in sharing his knowledge. May he continue
resting in eternal peace.

I would also like to thank my friends, Rosalyn Ndalama, Francis Teleka, Angella
Mwandumba, and many more for all the support they gave as I was writing this study.

Lastly, I would also like to thank the staff members from faculty of education for all the
intellectual skills and knowledge that they shared and also the guidance they provided.

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 ABSTRACT

This study aimed at identifying the contributions of the language learning process towards
nurturing writing skills of students. This study was carried out at Zomba Catholic Secondary
School in Zomba. This study used a descriptive research design which observed responses
from the questionnaires. It used a mixed approach since the data was analysed in numerical
form using content analysis. The sample size of this study was 26, using a non-probability
sampling technique which is purposive sampling method. After analysis the study found that
students gained their literacy skills (speaking and writing) between two to ten years old,
which also occurs between nursery school and primary school. It also identified some
contributions that students gave such as application of ideas, grammar, vocabulary and
comprehension. Therefore, the objectives were met and research questions answered. Areas
of further study may include, describing the efficiency of language learning over language
acquisition in creative writing practices.

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 TABLE OF CONTENTS
DECLARATION ........................................................................................................................ i

CERTIFICATE OF APPROVAL .............................................................................................. ii

DEDICATION .......................................................................................................................... iii

ACKNOWLEDGEMENTS ...................................................................................................... iv

ABSTRACT............................................................................................................................... v

TABLE OF CONTENTS .......................................................................................................... vi

LIST OF FIGURES .................................................................................................................. ix

LIST OF TABLES ..................................................................................................................... x

LIST OF ABBREVIATIONS AND ACRONYMS ................................................................. xi

CHAPTER ONE ........................................................................................................................ 1

Introduction ................................................................................................................................ 1

1.1 Background of the Study ..................................................................................................... 1

1.2 Statement of the Problem ..................................................................................................... 3

1.3 Objectives of the Study ........................................................................................................ 3

1.3.1 Main Objective.................................................................................................................. 3

1.3.2 Specific Objectives ........................................................................................................... 4

1.3.3 Research Questions ........................................................................................................... 4

1.4 Justification and Significance of the Study .......................................................................... 4

2.0 CHAPTER TWO ................................................................................................................. 5

LITERATURE REVIEW .......................................................................................................... 5

2.1 Introduction .......................................................................................................................... 5

2.2 Theoretical Review .............................................................................................................. 9

2.2.1 Constructivist Theory........................................................................................................ 9

2.3 Empirical Review................................................................................................................. 5

2.3.1.1 Identify the ages in which writing starts during the language learning process ............ 5

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2.3.1.2 Analysing the challenges students face related to mastery of writing ........................... 6

2.3.1.3 Assessing the contributions of language learning towards writing skills ...................... 7

2.3.1.4 Suggest ways of improving writing skills ...................................................................... 8

2.4 Conceptual Review .............................................................................................................. 9

CHAPTER THREE ................................................................................................................. 12

RESEARCH METHODOLOGIES ......................................................................................... 12

3.1 Introduction ........................................................................................................................ 12

3.2 Research Approach ............................................................................................................ 12

3.3 Research Design................................................................................................................. 12

3.4 Target Population ............................................................................................................... 13

3.5 Sample size ........................................................................................................................ 13

3.6 Sampling Technique .......................................................................................................... 13

3.7 Research Techniques ......................................................................................................... 14

3.7.1 Research Tools or Instruments........................................................................................ 14

a) Questionnaire .................................................................................................................... 15

b) Interviews ......................................................................................................................... 15

c) Document Analysis........................................................................................................... 15

3.7.2 Data Collection Procedures............................................................................................. 15

3.7.3 Data Analysis .................................................................................................................. 16

3.8 Description of Study Area ................................................................................................. 16

3.8.2 Ethical Consideration ...................................................................................................... 18

3.8.3 Limitations ...................................................................................................................... 18

CHAPTER FOUR .................................................................................................................... 19

RESULTS AND DISCUSSIONS ............................................................................................ 19

4.0 Introduction ........................................................................................................................ 19

4.1 Identify the ages in which writing starts during the language learning process ................ 19

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4.1.1 Findings........................................................................................................................... 19

4.1.3 Discussion ....................................................................................................................... 21

4.2 Analysing the challenges that students face related to mastery of writing ........................ 22

4.2.1 Findings........................................................................................................................... 22

4.2.3 Discussion ....................................................................................................................... 23

4.3 Assess the contributions of language learning process towards writing skills .................. 24

4.3.1 Findings........................................................................................................................... 25

4.3.3 Discussion ....................................................................................................................... 26

4.4 Suggest ways of improving writing skills .......................................................................... 26

4.4.1 Findings........................................................................................................................... 27

4.4.2 Discussions ..................................................................................................................... 27

CHAPTER FIVE ..................................................................................................................... 29

CONCLUSION AND RECOMMENDATIONS .................................................................... 29

5.0 Introduction ........................................................................................................................ 29

5.1 Conclusion ......................................................................................................................... 29

5.2 Recommendations .............................................................................................................. 29

5.3 Areas of further study ........................................................................................................ 30

REFERENCES ........................................................................................................................ 32

Appendix 1: Letter of Introduction .......................................................................................... 35

Appendix 2: Interview Guide................................................................................................... 36

Appendix 3: Teacher’s Questionnaire ..................................................................................... 37

Appendix 4: Student Questionnaire ......................................................................................... 40

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 LIST OF FIGURES
Figure1: Diagram of Conceptual Review or Framework ........................................................ 10

Figure 2: Map of Zomba Catholic Secondary School ............................................................ 17

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 LIST OF TABLES
Table 1: Age range for emergence of literacy skills (Writing and Speaking) ......................... 18

Table 2: Class in Primary by time of emergence ..................................................................... 19

Table 3: Literacy skill emergence (First to emerge) ................................................................ 19

Table 4: Challenges that students face in class related to mastery of language ..................... 21

Table 5: Shows votes by students as to who benefits or not in improving their writing ......... 24

Table 6: Shows contributions of language learning process as observed by the students ....... 24

x
 LIST OF ABBREVIATIONS AND ACRONYMS
L1 First Language Learning/ Acquisition

L2 Second Language Learning/Acquisition

ZCSS Zomba Catholic Secondary School

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 CHAPTER ONE

Introduction
This study aimed at assessing the contributions of the language learning process towards
nurturing writing skills. It argues that knowledge or acquisition of a language is not enough
for language proficiency and use. Therefore, there is a need to improve that knowledge of
literacy skills through the language learning process. The main purpose of this chapter is to
present the background which led to the development of this study, to recognize the research
problem, to explain the justification and significance and aim of the study, as well as to
describe the research questions.

1.1 Background of the Study

Language is considered as an essential component in the lives of people. It is what enables
people to communicate with each other all around the world. There are so many languages
that have been devised by different language societies and among them the most commonly
used language worldwide is English. It can be acquired naturally but at the same time learnt
in a formal setting. This can be through language learning; language learning is a conscious
process, is the product of either formal learning situation or a self-study programme
(Kramina, 2000: 27).

First Language Acquisition (L1) is the language that one acquired and acquires for the first
time for any language. Sequentially, after acquiring the L1 one can learn his/her L1
Acquisition; structures or grammars (Linguistic and Language Competence). This is what is
called as the First Language Learning. The context or situation is set up to a formal (Arung,
2016). In the Second Language Learning (L2), L1 Learning has additional language to learn.

Let us say English; English as Second Language or English as Foreign Language. What other
language learned for the first time besides L1 Learning then we call as Second Language
Learning and also involve a mixture of these (Formal & Informal Learning) settings and
circumstances (Hussain 2017). This is to emphasise on how the language learning begins in
the process where in second language learning (L2), after acquiring one language, another
one is added. This brings about the concept of language use since the language acquired is
going to be used in a formal setting involving different activities.

Apart from acquiring speech the child in the process also develops additional skills which
help them to communicate and express themselves more efficiently. These skills include,

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listening, reading, speaking and writing. Writing is one of the most used skills for distant
communication and for addressing a large number of people where speaking is not possible.
Hussain (2017) adds on that, LL encompasses systematic line of action which lays eminence
on the inscribed aspects of the language and that is why the structure and syntax is assumed
primary significance in LL (4).

Obanya (1984) defines writing as a representation of spoken word (22). Writing may also be
defined as a form of communication to deliver thought or to express feeling through written
form (Harmer 2001:79). It involves expressing feelings and ideas by using written symbols
which are presented in a particular language.

Drijbooms (2016) emphasises about writing that, learning to write is one of the most
important, yet also one of the most complex skills that children attain in school. It is therefore
not surprising that it is a process that operates across a long developmental time course (11).
It is a skill that takes time to master and requires a lot of time so that it is well learnt, hence, it
is why children mostly start writing in kindergarten so that by the time they are adults they
have fully mastered it.

Hence, as children grow, they do not only pick up language skills but also literacy skills such
as reading and writing. These skills grow in connection as that one skill could assist the other.
Alsman (2017), says that, clear connections between literacy and language include the
domains of vocabulary, written language, comprehension, phonological awareness, fluency,
auditory discrimination and memory (2). All these depend on each other for one cannot write
without knowing words that they read or heard from somewhere, hence it is essential that
they harbour these skills so that it helps in the development of the other one.

These developments have shown that these two processes, writing and language learning
have a relationship of which one aspect comes into effect because of the other. Celik (2019),
outlines several objectives of writing, of which one of them looks at improving student’s
language skills and for better learning of other skills (208). This emphasizes how writing
improves language skills such as speaking, which usually go together. In most institutions,
they require one to be able to speak and write, they are fundamental skills for
communication.

On the other hand, writing skills, which is one of the four basic skills in foreign language
teaching, is the most challenging skill for students and teachers. It is expected that two of the
four basic skills, speaking and writing will be used in order to see how much students can

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learn and to evaluate this process (Celik, 2019: 207). Hence, this is to say that, language
develops with other skills, for speaking involves communicating orally using words and
making sentences, whilst writing involves engraving these words and sentences clearly unto a
sheet of paper or on a digital paper on a computer. A person cannot write without knowing
any words; hence, knowledge of a language contributes towards writing in one way or the
other.

1.2 Statement of the Problem

Language learning is considered the next stage in acquiring language since language
acquisition comes first. Acquisition of a language is but a natural process of attaining
linguistic features. However, on its own is not enough to complete the language attainment
process.

This study was inspired by the researcher’s curious observation after finding out that some
students would speak good English but their writing would be poor, while others wrote well
but speaking was not that good, and the others would be good in both writing and speaking.
Research has shown, however, that knowing grammar rules does not necessarily result in
good speaking or writing. A student who has memorized the rules of the language may be
able to succeed on a standardized test of English language but may not be able to speak or
write correctly (Foppoli, 2006).

Some students can have knowledge of language; that is speaking it but cannot consistently be
able to use it, in terms of writing. Therefore, language learning plays a role in improving this
skill of writing through different activities. Thus, this study reflected the effective
contributions of the language learning process that improve writing skills of students.

1.3 Objectives of the Study

1.3.1 Main Objective

• The main purpose of this study is to assess the contributions of the language learning
process in nurturing written skills of students.

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1.3.2 Specific Objectives
This study specifically aims to:

• Identify the ages in which writing starts during the language learning process.
• Analyse the challenges students face related to mastery of writing.
• Assess the contributions of language learning process towards writing skills.
• Suggest ways of improving writing skills.

1.3.3 Research Questions

• At what age does the writing skill start during the language learning process?
• Describe the challenges students face related to mastery of writing?
• Explain the contributions of language learning process towards writing skills?
• How can a person improve their writing skills?

1.4 Justification and Significance of the Study

The main significance of this study is to help student teachers know how they can deal with
problems in writing. This study has been conducted within a school term so as to solicit
different views from the students as they are still on the school campus but also from teachers
who are able to distinguish the different abilities of their students. Hence, this study helped
clarify as to whether the language learning process actually assists in improving written
skills.

This study outlined these contributions and to help teachers in early intervention in terms of
students who face challenges in writing such as spellings, grammar and comprehension of
texts they write. Some researchers look at these two terms individually while others see a
connection between them but not too clear. Hence, this research has looked at the how the
connection comes about through the contributions.

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 CHAPTER TWO

LITERATURE REVIEW

2.1 Introduction
Language learning is a process that takes place in a classroom setting for the purpose of
mastery of a language. This chapter was looking at the related literature that has concentrated
on the connection between writing and development of language. There have been a lot of
research done to analyse these two scenarios and how they occur.

2.2 Literature Review

Literature Review is a survey and discussion of the literature in a given area of study. It is a
concise overview of what has been studied, argued, and established about a topic, and it is
usually organized chronologically or thematically (Aub, 2012). Thus, this study has used a
thematic approach to literature which is based on the topic of study.

2.2.1.1 Identify the ages in which writing starts during the language learning process
Zero to Three (2003) also connected language development with literacy stating that,
“Language, reading, and writing skills develop at the same time and are intimately linked
(para. 3).” This further enlightens the connection that is said to be there between language
and literacy in that one skill cannot develop without the help of another skill. Hence, they
concurrently develop one another, stage by stage.

Roth and Paul (2006) pointed out, “During early speech and language development, children
learn skills that are important to the development of literacy. This stage, known as emergent
literacy, begins at birth and continues through the preschool years (para. 1).” At this stage is
when the language that children are learning starts to relate with literacy, which enables them
to read, listen, speak, and write. These skills build the child’s vocabulary and develop their
phonetic awareness and other domains in language.

Dickinson et al. (2012), say that, “Parents know that between birth and school entry the
growth of children’s language abilities is astonishingly rapid. Less apparent are the profound
effects that children’s emerging language competencies have on their conceptual,
interpersonal, and self-regulatory abilities. They have also argued that literacy development,

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similar to other aspects of development, should be viewed from a system perspective and that
language lies at the heart of this complex emerging constellation of competencies” (2).

2.2.1.2 Analysing the challenges students face related to mastery of writing

The development of language is a strong bridge for a child’s brain and cognitive
development. When there exist many options of language to choose from, ingenuity of
language usage abounds and new ways of talking are generated. The creation of verbal
communication cannot be viewed independently but hugely important to an all-round
development during the first years of his or her life (Undiyaundeye and Julius, 2018).

What begins as scribbling, progresses into controlled linear scribbles, mock lettering, letters
strings and finally early and late invented spelling (Teaching Strategies Gold, 2017). Writing
does not just start overnight, but also has its stages where, the child starts by inscribing
uneven shapes and letters, then as they go, they start to align these words in a more linear
form and finally start to spell words as they go. Hence, once they learn new words, they
practice by putting these words into written form.

Distinctively enough LL is a course which is the intentional, deliberate and pre-planned

product predestined either through formal elucidating situation or self-laborious exertion to
become skilled to a specific language (Kramina, 2000).

Quite contrary, learning is set apart as a supplementary conscious and overtly sequenced
guiding the principles of “accumulating knowledge of linguistic features such as vocabulary,
sentence structure, and grammar, typically in an institutional setting (Hussain, 2017).

Children mostly learn as a result of discovery hence they start to collect more knowledge the
more they are exposed to it. Children then begin to build upon concepts they have already
learned, discovering the fact that letters come together to form words, and words come
together to form sentences. As children understand this, they literally unlock the door to a
whole new world. They comprehend the fact that anything they speak can be written
(Alsman, 2017: 4). The relationship between language development and writing is seen as
children discover the way they can use words in different contexts (pragmatics). Hence, this
enables them to open their mind to a whole new world of creativity. This enables them to
create new words and ideas in sentences.

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2.2.1.3 Assessing the contributions of language learning towards writing skills

There is a strong empirical and correlational evidence to support the notion that literacy skills
are related to, and perhaps an outcome of language skills…Literacy is superimposed on
language; the same brain regions that we use to learn and use language are also those we use
when we later learn to read. Reading is, after all, written language (McDowell, 2015). This
seeks to emphasize the way literacy skills (the four language skills) tend to influence the
growth of language skills (phonology, semantics, syntax, morphology and pragmatics). This
is done in the way that, the more one speaks they tend to learn how particular words are
pronounced, in reading they tend to know how words are structured in different ways, in
listening they tend to know how to identify word meanings from different texts and in writing
they are able to align or arrange words in different ways so as to outline the meaning of the
sentence or text clear.

Peng (2011), looks at the Effectiveness of Writing Strategies in promoting 13-15 years old
Chinese ESL learners’ writing ability. In his introduction he focuses on how written language
emphasizes on the effectiveness of written strategies in written language through testing.
However, the need to express our thoughts and feelings is innate and both speaking and
writing are methods to express ourselves… the written language plays an equally important
role in human communication and social activities as speaking, especially when achieving a
high level of mastery of language and communication is considered. In his conclusion, he
said that the results of students in the post-test illustrate that writing strategies are beneficial
to improve the effectiveness of their writings in structures and theme expression (1).

On the other hand, Lawhon et al (2002) explained,

“With brain maturation, repeated exposure to stimulation, and the exploration of their
environment, toddlers become familiar with some language, graphic forms, and
written symbol. With the acquisition of skills that allow children to give meaning to
printed words comes the ability to exhibit emergent writing skills (114).”

As children progress in their development, their brain also grows along with them; in doing
this they are exposed to different environments where they observe and acquire different
forms of vocabulary. These forms harbour the growth of skills such as those of writing,
where they place the symbols and words they have acquired into a written form.

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In other words, Dockrell and Connelly (2009), state that, “careful consideration of the
subcomponents of the language system; phonology, the lexicon, grammar and pragmatics,
leads to the clear prediction that those components will all impact on the production of
written texts and could do so at different developmental phrases (2). In developmental stages
of language, the child learns a lot of skills, which also align with the way writing develops
(from scribbles to letters). Hence, the more one develops their language skills the more their
writing skills advance.

The scholars above have ruled out cases in which the language development process and
development of literacy, which work hand in hand. Most of them are looking at the
emergence of these literacy skills and as to how the language development process gives
some benefit to the emergence of these skills. What most of scholars looked at was literacy as
whole including all skills (listening, speaking, reading, writing). This is different from the
researcher’s study in that the researcher concentrates on one skill, which is writing. Hence,
this study focuses on language learning process and how it solely contributes to nurturing
writing skills in students.

2.2.1.4 Suggest ways of improving writing skills

On the other hand, Santangello and Olinghouse (2009), wrote an article on “Effective writing
instruction for students who have writing difficulties”. In this article they focus mostly on
helping students with writing difficulties to overcome their challenges hence one way they
provide is through collaborative community of writers. They identify that embedding writing
within a social context enhances students’ motivation because they automatically experience,
and thus come to appreciate its communicative purposes (Hidi and Bosolo, 2006). Because
well-structured collaborative writing activities allow students to learn from each other,
compositional quality improves significantly (Graham and Derrin 2007a, 2007b). And
participation in a collaborative writing community promotes cooperation and inclusiveness
among students with diverse learning needs and cultural background (4).

There are other ways of improving writing skills. Rink (2014), describes 10 ways on
improving writing skills. The first one involves writing in English everyday which involves
writing diaries or stories that help to bring about some interest in the person. The second one
is, asking someone to check your work. This person can be your teacher, friends or relatives.
Apart from that you can also find a pen pal to send letters and also for them to check your
work. The third factor is improving your vocabulary. It encourages reading widely and using

8
different texts such as newspapers, magazines and books. Writing down the new words learnt
so as to help remember them. The other one involves using a dictionary. It involves using it
when writing, thereby using different words so as to learn them thereby keeping that word.
Apart from that checking your work is also one way, where you have to go through it again
so as to identify your mistakes in grammar, spellings and vocabulary. The other improvement
involves writing about different topics, where you write about things you have read and
review them or something from the news. The remaining improvement methods are, doing
your homework, writing to your friends, writing a blog and not being afraid to make
mistakes.

2.3 Theoretical Framework

2.3.1 Constructivist Theory

This theory was founded by a philosopher named John Dewey (1933/1988). Suhendi and
Purwano (2018) explain the theory as follows, “The basic premise of the constructivist theory
is that people are said to learn when they have gained experience from what they learn. That
is, people create their own meaning through experience” (88).

Constructivist thinking is rooted in several aspects of Piaget and Vygotsky’s cognitive

theories. Constructivism views the formation of knowledge as an active subject that creates
cognitive structures in their interactions with the environment (Suhendi and Purwarno, 2018).

In view of this study, in language learning most especially in L2 learning, one has experience
with second language acquisition of which they use that experience in L2 learning. Thus, they
construct new cognitive structures using linguistic features thereby coming up with new
concepts.

2.4 Conceptual Framework

The goal of a conceptual framework is to categorize and describe concepts relevant to the
study and map relationships among them. To achieve this goal, qualitative researchers
incorporate both relevant theory and empirical research that help to organize the conceptual
framework and “to see where the overlaps, contradictions, refinements, or qualifications are
(Rocco and Plakhotnik, 2011). This section will seek to show the relationships between the
different perceptions and how they relate to one another in one way or the other. In this case,

9
it will show how cognitive development is an essential factor in the language development
process and also in the written development.

Language acquisition is seen as having certain cognitive prerequisites or co-requisites. That

is, the child will not develop linguistic forms before acquiring the cognitive bases for those
forms. For example, the child is expected to learn where question/location answer prior to the
when-question/time answer because the concept of place is acquired prior to the concept of
time, and this order is cognitively determined (Rahimpour, 2011). Therefore, language
development as much is it is connected to writing skills; both of these concepts
constructivism and language learning involve learning from experience in that they both
involve use of already available knowledge to make new knowledge constructs.

2.4.1 Figure1: Diagram of Conceptual Framework

Language Learning

Constructivism Knowledge of Language Laborious Effort

Writing Skills

Source: The researcher

The figure above is a summary of the relationships that are present between the three
concepts: language development, writing skills and constructivism. The figure is emphasizing
on the fact that, language learning emphasises on having knowledge of a language, that is
knowing the linguistic features so as to use them when making sentences in written form. The
vocabulary one gains from childhood is used in their daily life in communication, even
though in younger stages they are unable to produce comprehensible speech.

This is to say that, as much as language learning is involved for the mind to develop it also
goes from knowing what is intangible to what is tangible. Objects of different kinds are used
to help give the mind hints on how to perceive different kinds of scenarios. In doing this,

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language learning also goes from a point of intangible aspects then to tangible aspects such as
written text. Comprehension of written text, becomes a foundation for the production of
written text, in a way that the speech words collected are converted into written form by the
child. Though in the early stages the writing may be incomprehensible but as time goes and
with exposure to formal education, the child improves over time. The more vocabulary they
gain, the more they are able to write.

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 CHAPTER THREE

RESEARCH METHODOLOGIES

3.1 Introduction
Research methodology: This is a set of systematic technique used in research. This simply
means a guide to research and how it is conducted (Igwenagu, 2016: 5). This study used the
descriptive research design since it observed the cases (students) and teachers through their
responses from interviews and questionnaires. As for the approaches it utilised a mixed
approach since it will involve comparison of two groups and a focused interview with the
respondents but also analysis of numerical data. The data collection procedures are
questionnaire and interview of which utilised tools such as an interview guide.

3.2 Research Approach

This study utilised a mixed approach since the data was analysed in terms of calculating the
frequency of the data, from the respondents in the questionnaires. It also looked at other
factors or attitudes since it is analysed the views of different people which added emphasis in
clarifying the objectives of the research. Hence, through using these types of approaches the
researcher expected to gain more accurate results.

An approach seeks to identify how the data of the research will be collected and in what form
the data will be. It can either be in numerical form or in word form. There several types of
approaches in research such as quantitative and qualitative, and also mixed. Qualitative
research is more subjective in nature than Quantitative research and involves examining and
reflecting on the less tangible aspects of a research subject, e.g. values, attitudes, perceptions.
The emphasis of Quantitative research is on collecting and analysing numerical data; it
concentrates on measuring the scale, range, frequency etc. of phenomena (Collis & Hussey,
2003). Quantitative type of research involves obtaining data in numerical form. Qualitative
on the other hand looks at how good or effective the data is from the words collected from the
data.

3.3 Research Design

This study utilised a descriptive research design. This design relies on observation as a means
of collecting data. This study observed the maturity of a student’s language in terms of
reading skills and writing skills and relate how well these two help the student in improving

12
their writing. Questionnaires were used to analyse or add more data towards this study and
interview with teachers to help clarify on the student’s development from their past level.
Depending on the type of information sought, people can be interviewed, questionnaires
distributed, visual records made, even sounds and smells recorded. It is important in that the
observations are written down or recorded in some way, in order that they can be
subsequently analysed (Walliman, 2011: 10).

Walliman (2011), describes a research design, in that, there are numerous types of research
design that are appropriate for the different types of research projects. The choice of which
design to apply depends on the nature of the problems posed by the research aims. Each type
of research design has a range of research methods that are commonly used to collect and
analyse the type of data that is generated by the investigations (9).

3.4 Target Population

Zomba Catholic Secondary School has a almost a total 640 individuals, this only involves
teachers and students (600 students, 40 teachers). The target population is the number and the
types of individuals that are required in the data collection procedure. They serve to add more
data, towards achievement of the objectives, hence, basing the evidence to actual facts which
will come from the data collected. Hence, this includes whether the individuals are male or
female, the level of education and understanding.

3.5 Sample size

The number of individuals included are 26 members; 21 students (9 in form 1 and 12 in form
3) and 5 teachers in the language department. The researcher should keep in mind that the
sample selected should not only be representative to the population; it should also be of a
specific size. To make things simple, it is important for a researcher to know that it is always
better to have a large sample size, i.e., to collect data from many people (Symeou and
Lamprianou, 2008: 9). This seeks to clarify on the number that is required for the collection
of data and the limitation it must have so as to not disturb the sequence of data.

3.6 Sampling Technique

This study utilised a non-probability sampling method which is purposive sampling. Hence,
the researcher selected purposive sampling since the data he requires is with a specific
attribute of the students, such as age and class of students. It identified the relationship
between language development and writing skills, and how they assist one another. In some

13
cases, the researcher is not interested in investigating the behaviour or the attitudes of
‘typical’ or ‘average’ cases. Instead, a researcher may have reasons to investigate the
behaviour or the attitudes of unique or critical cases or groups of people. As its name
suggests, in purposive sampling, the sample is selected for a specific purpose (Symeou and
Lamprianou, 2008: 10).

These are methods of acquiring samples of which there are two types of sampling methods;
probability sampling and non-probability sampling. Probability sampling is based on using
random methods to select the sample. The select procedure should aim to guarantee that each
element (person, group, class, type etc.) has an equal chance of being selected and that every
possible combination of the elements also has an equal chance of being selected. On the other
hand, non-probability sampling is based on selection by non-random means. This can be
useful for certain studies, for example, for quick surveys or where it is difficult to get access
to the whole population, but it provides only a weak basis for generalization (Walliman,
2011: 9).

3.7 Research Techniques

This study utilised the observation technique, this technique has been chosen because the
researcher seeks to identify areas which are concerned with the study, such as their
proficiency level, ages and previous class attended, hence, there was a need to observe the
participants. It involves the researcher observing different areas in the participants of the
study of which the researcher rules out the objectives in their observation checklist,
questionnaire or interview guide. There are various research techniques that are used
depending on the problem being looked upon. Some of them include, observation, interview
and experiment.

3.7.1 Research Tools or Instruments

This refers to methods that are to be used in collecting the required data. Hence, there are
several procedures that are used in collecting data namely; observation, interview,
questionnaire and document analysis. This study utilised the following procedures;
questionnaires, interview and document analysis.

14
 a) Questionnaire
The questionnaire was used to collect responses on different areas of the study.
Questionnaires are probably the most frequent methods of data collection. Using
questionnaires to collect people’s opinions about various issues is a very efficient, and often
reliable, data collection method (Symeou and Lamprianou, 2008: 11). A questionnaire
consists of open ended and closed questions of which open ended questions are not limited in
response whilst closed questions require a specific response. Hence, the researcher distributed
questionnaires to both students and the teachers for the required data.

b) Interviews
This study utilised a semi-structured which include both standardised and free format
questions. Of which the questions are based on an interview guide or they depended on the
lengthy responses of the interviewee. The interview was between the researcher and the
teachers. On the other hand, in interviews there are three types of interviews, namely;
structured, unstructured and semi-structured interviews (Walliman 2008: 99).

c) Document Analysis
This study analysed the performance of students and in the way, they perform in written and
reading exercises. This helped to differentiate their skills in English and to see whether their
current level of growth is able to relate with their current level of writing.This involves
collecting data from different scripts for example, data could be collected from books,
articles, journals and even results of students from their examinations.

3.7.2 Data Collection Procedures

The researcher started out by asking for permission to collect data concerning his research by
approaching the deputy headmaster, since the researcher was already at the institution. They
granted him permission to collect information he explained to them in detail what the study is
talking about. Hence, he was given permission to distribute the questionnaires.

I distributed the questionnaires to the teachers first as he was in the staff room. He gave it to
most of the teachers in the language department, whether English, Chichewa and French.
After distributing to teachers, he gathered some of form 3 students, and asked for outstanding
students in the previous term, only the first three but the rest were regular performing
students. The other questionnaires were also distributed to the form 1 students, also starting
with top 3 outstanding students, and the rest average performing students. As soon as the

15
respondents finished collecting data the researcher collected all the distributed questionnaires
from the students and teachers.

This procedure was easier since the students were able to cooperate since it was during their
free time, and also because it was easier to approach teachers since it was also their free time.
Hence, the information collected was deemed to be valid enough since responses were
acquired from both outstanding students and average performing students.

3.7.3 Data Analysis

This study utilised content analysis method since it used the responses that were obtained
from questionnaires and interviews. Hence, this information was used in numerical form
depending on the number of responses from the questionnaires and interviews. The number
of responses were the frequency of the item or content being analysed. This helped to clarify
the objectives of this study.

There are several methods of analysing data of which among them is content analysis.
Content analysis is a quantitative form of analysis that consists of an examination of what can
be counted in text of any form (articles, advertisements, news items etc.) or other media such
as pictures, television or radio programmes or films, and live situations such as interviews,
plays, concerts. It is done by counting the frequency of phenomena within a case in order to
gauge its importance in comparison with other cases (Walliman, 2011: 86).

3.8 Description of Study Area

Zomba Catholic Secondary School is located around 3 miles (4.8 km). It is found in the old
capital city of Zomba, southern region of Malawi. It was founded in 1942 by the Catholic
Church. A community of Brothers called the Marist Brothers are the ones who overlook the
area. There are almost 600 students and 35 teachers.

16
3.8.1 Figure 2: Map of Zomba Catholic Secondary School

(Source: Google Maps)

17
3.8.2 Ethical Consideration
This section involves how to approach the area where the data was collected. Hence, it
determines if you collect your data or not. Hence, the researcher started by going to the area
for data collection and seek consent from the head master to conduct the research at their
institution. Hence, I provided samples of questionnaires to allow the head master to check if
they have what the researcher is looking for. All information regarding the respondents was
be kept confidential.

3.8.3 Limitations
This study met many challenges that had hindered the data collection process and the data
analysis process. The first challenge was that, some respondents never returned the
questionnaires mostly the teachers. Six questionnaires were handed out to teachers but only
five returned, this affected the way the data was presented, since all perspectives are required
to evaluate the data well.

The other challenge was that, the student questionnaires were supposed to be distributed to 14
respondents but eventually more students wanted to participate in the questionnaires since the
researcher had some left and distributed them also. This was done to add more information
towards the data being collected.

18
 CHAPTER FOUR

RESULTS AND DISCUSSIONS

4.0 Introduction
This chapter explains the findings or the results of the study. This was done by looking at
each of the objectives and what was found in each of them, and discussed how the data
relates to the objectives of the study. Hence, the data collected is going to be broken down to
explain if the study has achieved the objectives.

4.1 Identify the ages in which writing starts during the language learning process
Students at ZCSS through the questionnaire responses showed that their skills in writing
emerged at different rates depending on the factors such as age, year and class level. There
are a few students whose skills emerged at a later stage in their life. The following analysis
elaborates on this statement. Language learning involves consistent learning and
accumulation of language, it encourages use of knowledge and experience from the L2
acquisition. It is after this when the students go into a formal learning of the L2’s linguistic
features (grammar and vocabulary).

4.1.1 Findings
Table 1: Age range for emergence of literacy skills (Writing and Speaking)

Age Range Frequency Percentage

2 to 5 years old 9 43

6 to 10 years old 12 57

Total 21 100

Table 1, shows data of ages in which literacy skills such as writing and speaking emerge. The
ages range from 2 years old to 10 years old. Most students responded that they usually started
speaking then writing. Age was used so as to know what their past development was like in
terms of writing. This helps this objective in that some students have consistent challenges
which take time to deal with, hence, these challenges can continue on as they grow; that is

19
why this study is looking at these age ranges to show comparison of proficiency from their
past until now.

Table 2: Class in Primary by time of emergence

Class (Primary) Frequency Percentage

Std 1 to 2 5 26

Std 3 to 4 9 47

Std 5 to 6 4 21

Std 7 to 8 1 5

Total 19 99

Table 2, shows the classes in primary school of which the literacy skills started emerging.
Other, students were not yet in primary school they were still too young, that is why the
sample representation is 19 not the total 21. Most students show that their skills started
emerging between Std 1 and 6, which is junior level and senior level. It is in these two levels
that students learned speaking and writing.

Table 3: Literacy Skill emergence (First to emerge)

Literacy Skill Frequency Percentage

Speaking 15 72

Writing 6 28

Total 21 100

Table 3, it outlines the number of students who started speaking first compared to those who
started writing. Many students within the 72 percent showed that speaking was what emerged
first. This can be since most parents usually communicate to children through the motherese
language or child directed speech. Hence, some students may have acquired speech from
their mothers. Apart from that, speech also stands as a foundation for writing since one
requires vocabulary to write anything.

20
4.1.3 Discussion
Language is a part of human nature and usually initiated in the brain. It enables
communication between people through production of sound patterns and structures
(sentences). Language does not only involve speaking but also relates to writing (written
representation of language). It is believed that what one thinks is what they write. This
writing does not just begin at birth but has its own period where it starts.

Many scholars have studied the language acquisition and learning process and came up with
different stages. Alsman (2017) emphasizes this, “As children begin to make connections
between words and objects, they develop the ability to communicate their own wants and
needs. This process begins in early childhood as infants go from distinguished cries to cooing
and babbling to speech imitation (3). This shows as to how the child slowly starts to develop
language from prenatal stage, post-natal to adolescent stage, till they are an adult.

Roth and Paul (2006) pointed out, “During early speech and language development, children
learn the skills that are important to the development of literacy. This stage is known as
emergent literacy, begins at birth and continues through preschool years (para. 1).” As the
process of language development begins, so does the acquisition of other relevant skills
needed in nurturing that language begin. “Language, reading and writing skills develop at the
same time and are intimately linked (Zero to Three, 2003).” The emergence of these skills
helps the child to develop more and more.

With the acquisition of skills that allow children to give meaning to printed words comes the
ability to exhibit emergent writing skills (Alsman, 2017). In starting to learn these skills more
important skills start to emerge. This means that the moment children learn to speak some
few words they also start to speak some few words they also start to practice how to present
them in written forms. This shows as to how the language learning process helps to improve
their writing skill.

It has shown that most children usually start to develop such skills as those in writing at a
young age, ranging from 2 to 6 years old. Students at Zomba Catholic Secondary School, in
form 1 and 3; recalled that their skills in writing were emerging mostly at a young age or in a
lower class. Though others seem to show emergence at an older stage or class.

Therefore, this shows that there is a particular stage that literacy skills start to emerge in a
child. As seen by the data collected and by the observation from other scholars it seems most

21
children’s literacy skills (Writing and Speaking) begin to emerge at around the ages 2 to 10
years old, when they are in primary school which is also when formal learning of a language
begins. Some start in the junior year while others in their senior year of primary school.

4.2 Analysing the challenges that students face related to mastery of writing
The process of language interpretation can be in many forms. It can be done by observing
how a person speaks or utters some words. This also helps us realise how that person changes
that into written form. Hence, in looking at mastery of language, the researcher did this by
observing the responses from teachers that mostly involved the challenges students face.
Questionnaires were handed out to teachers in the language department and also interviews
were conducted. This was done to acquire more information regarding the objectives.
Teachers were asked to give some of the challenges they face when teaching in class related
to interpretation, these were; word pronunciation, incorrect use of grammar, handwriting, and
spellings. They have been displayed below.

4.2.1 Findings
Table 4: Challenges that students face in class related to mastery of writing

Challenges faced by teachers Frequency Percentage

Word pronunciation 2 40

Incorrect use of grammar 1 20

Handwriting 1 20

Spellings 1 20

Total 5 100

The table above shows some of the challenges that teachers face in teaching language classes.
These challenges are found among students in form 3 and form 1 and a few in form 4. These
challenges are expressing the struggle that students have in expressing the things they speak
and read into written form. Hence, it is looking at the processes that occur during the
interpretation, that affect the students’ writing skills.

22
4.2.3 Discussion
It is known that language is an expression of our mind and that we express it more orally or
in written form. A person can be able to speak well and utter every phonetic sound or
syllable accordingly. There is an expectation that such people end up being bad at writing
especially young children and teenagers. On the other hand, some can be good at writing but
the way they speak may be poor. They may be able to express themselves in writing but
having problems in doing that orally.

The first challenge mentioned by teachers is word pronounciation. The information given by
these teachers shows that 40% of their students are unable to pronounce words properly. This
is a common problem in most schools, where students are unable to say particular word since
they are unfamiliar with how the word is pronounced and with the way it looks, it confuses
them.

These word pronunciation problems can be a result of different occurrences; either some
articulatory organs such as having a big tongue can affect the way we say words or articulate
them. Apart from that familiarity with the words in terms of how much vocabulary they can
retain contributes to this problem. In terms of the given objective and how it relates to such is
that the brain is responsible for motor functions and speech. Hence, interpretation can be
affected if the child finds problems in word pronunciation, they cannot properly express that
in writing through their motor functions, and if the motor functions are not functioning well it
can affect the interpretation of words into written form.

The other challenge is that of incorrect use of grammar. Grammar is the systematic study and
description of a language, as compared with usage (Nordquist, 2020). It was shown that
teachers observed 20% of students are unable to properly utilise the grammar they learn.
Grammar is an important aspect in both teaching and learning. It helps guide a person on
what to say, how much to say and when to say such things. It is more or less like a language
processing unit that governs one’s language system. This system is what is required in
language learning where the person uses knowledge of L2 grammar in a classroom
environment, this can be in an English examination or classroom.

Ganaprakasam and Karunaharan (2020), in describing theoretical perspective of language

difficulties and as to how incorrect use of grammar is challenge, assert that, individuals who
possess less knowledge and skills regarding the use of English as an effective communication
tool often tend to code switch between the first and target language in order to maximize the

23
probability of conveying intended information (PP 178). This is also seen at ZCSS as some
teachers get these types of responses where the students code switch because they do not
know how to structure the words they are reading or writing, of which eventually fail to do
so, for fear of being shamed by other students.

In addition, handwiritng was depicted as one of the challenges. The teacher’s responses
showed that 20% of their students have problems in handwriting. This shows that not many
students have trouble in writing neatly only a few among them. This is related to organising
of ideas, in a well presentable manner. Handwriting changes overtime, as a child learns to
write they progress from scribbles to characters such as letters and numbers. Some students
can find it hard to neatly present their work since they could not properly organise their
sentences which can lead to disorganised writing.

The last challenge is that of spellings. Spellings have been a problem among many students.
The teacher’s responses show that 20% of students make spelling errors. Most students
making spelling errors. Most students make spelling errors for various reasons, one of them
could be pronunciation of words. Some students have problems in pronouncing some words
hence they tend to pronounce it in other ways. The way the child pronounces such a word is
also the same way they write. This makes it difficult for them to write some words, since they
do not exactly know how that word is written.

4.3 Assess the contributions of language learning process towards writing skills
This study has been mainly aiming to identify if the language learning process contributes to
the improving of writing skills. Students at ZCSS were able to expand on this issue whereby
there were some students who saw that the language learning process (mostly during
speaking phase), helps to contribute to the improving of writing skills in a person’s life. Only
a few students saw that it contributes less in areas of their language. The contributions listed
by students were as follows, application of ideas, grammar, vocabulary, and comprehension.
Hence, it helps in improving their grammar and for others it does not. It has been presented in
the following section.

24
4.3.1 Findings
Table 5: Shows votes by students as to who benefits or not in improving their writing and
grammar.

Contribution Votes Frequency Percentage

Yes 16 76

No 3 14

Neutral 2 10

Total 21 100

In Table 5, there is emphasis on the numbers of students that believe that language learning
process can help improve one’s writing skills. Though there are others that believe that this
process does not at all contribute to develop writing skills. Some gave the assumption that
since one is good at speaking then they cannot simply write good. As observed in a classroom
setting that most children who speak good English usually have problems in writing but they
are able to draft well thought out structures only that expressing them in written form
becomes a challenge for them.

Table 6: Shows the contributions of language development process as observed by the

students.

Contributions Frequency Percentage

1. Application of Ideas 6 29

2. Grammar 7 33

3. Vocabulary 5 24

4. Comprehension 3 14

Total 21 100

In Table 6 on the other hand, the students identified many contributions of language learning
process to their writing skills. Among these contributions the most common was grammar,

25
where it helps them write proper structures and align them appropriately in a paragraph.
Hence, it helps improve their grammar more. Apart from that it helps in application of ideas
such as when writing letters, comprehension, reports and short stories. They said that they are
able to apply what they have read or thought of or what they were going to say, when writing.

4.3.3 Discussion
It starts before the child is born until the child is born and reaches adolescent stage. Thus, in
those processes mostly speaking is the common activity practiced, when there are signs of
minimal understanding of language by a child they tend to start scribbling as a first step in
writing.

Alsman (2017) after looking at different views of scholars, found that speaking as one
literacy skill cooperates or helps improve other skills (4). He observed the skills work hand in
hand; for one to read they must listen first, for one to speak they must be able to read and for
one to write they should be able speak. One skill helps to cultivate the other one to be better.

The responses that students gave on the contributions they observed from the time they
gained their literacy skills, showed that there are various reasons as to why this particular
asset helps improve their writing. Some of the contributions found were application of ideas,
grammar, vocabulary and comprehension.

It also helps in a way that it assists in improving vocabulary for writing. The more words they
learn, the more they are able to write, as they grow, they learn more words from different
encounters. They also said that it helps in understanding what they have written. They are
able to comprehend some texts since they are writing what they have spoken.

According to those contributions, it shows that the students learn more from what they speak
and read, in the end it helps them get better when writing or putting those words into text.
Others learn new words, others learn new ways of writing in the process, introducing them to
creative writing. The language learning process which takes place overtime contributes to
improving writing skills in many ways, which eventually helps children to be young scholars
or write well-thought out sentences.

4.4 Suggest ways of improving writing skills

Problems come about in different ways, for writing, there have been many observed that have
been affecting students. The teachers from ZCSS had provided the challenges they face when
teaching language classes but at the same time provided some solutions they implement when

26
facing such challenges. The solutions are as follows; giving remedial lessons, use of group
work, introducing reading and writing activities and providing extra reading resources.

4.4.1 Findings
The data collected from the questionnaires speculated that from every challenge, teachers
were applying their own solutions to help assist the students to do better in class. Some of the
teachers were stressing on the hand writing, others suggested the need for more reading
resources to improve their diction, others suggested involving students in in reading
activities, using group work, correcting students, giving them exercises and use of remedial
classes with exercises. Thus, these have been outlined into four as presented in the previous
section.

4.4.2 Discussions
The challenges presented in the second objective have been viewed to be the ones most
students face. Therefore, each challenge has its own solutions which have been suggested by
the teachers, the solutions have been explained as follows.

The first solution is that of remedial lessons. This is a general solution and not associated
with any skill, but can encompass even in terms of writing skills. There are some classes
where students are unable to understand the content, the teacher usually makes a remedial
class where they repeat difficult areas that have been affecting students. This can help a
student improve their writing most especially in language classes, where they learn about
different words which help add to their vocabulary. Thus, the new words they learn are
applied in their writing in essays, compositions and reports.

The second solution suggested was use of group work. In an article that focused mostly on
helping students with writing difficulties to overcome their challenges, one way they provide
is through collaborative community of writers. They identify that embedding writing within a
social context enhances students’ motivation because they automatically experience, and thus
come to appreciate its communicative purposes (Santangello and Olinghouse, 2009). This
emphasises on use of groups to act as an anchor for improving writing skills, where students
learn from different experienced writers and literary scholars. They learn new ways of writing
and are able to apply what they learn to their new experience. This also supports the notion of
assimilation in the cognitive development theory where new skills are incorporated into old
ones.

27
The other solution involves introducing reading and writing activities. This means that they
make students participate in class reading activities which help them improve their
vocabulary and learn how some sentences are aligned in terms of subject-verb-agreement.
Therefore, they can have activities like role playing or reading dialogues, where students are
asked to memorise different lines in the play or dialogue. This enhances their vocabulary
since it is embedded into their mind. English classes also encourage writing short stories, of
which after reading short stories the students learn some principles of which they apply to
their writing.

The final solution is providing extra reading resources. Reading is one of most encouraged
skills besides writing. The reason for this is that, most of times we write about what is already
in our heads, we do not just write from thin air. Reading is their to equip us with new words
which become a foundation of writing, through the use of English text books and novels,
students start to learn more words and get to add on to their vocabulary. The more they add
on to their vocabulary the better they become at writing.

28
 CHAPTER FIVE

CONCLUSION AND RECOMMENDATIONS

5.0 Introduction
This chapter is going to summarise the findings of this study, as to how it came to its final
part after analysis of different data using different methods and also to point out areas that
can be done for further research. Apart from that it is going to give recommendations as to
how the aspects discussed in the study could further be implored and be used or improved.

5.1 Conclusion
This study was focusing on assessing the contributions that come about in the language
learning process in developing writing skills. This research found that most students in form
3 and 1, from the questionnaire responses, develop their writing skills around 2 to 10 years of
age as they also develop their speaking skills. They also saw that the process of language
development (speaking) contributes to the development of writing skills in many ways.

It helps them in application of ideas, grammar, vocabulary and comprehension of other words
and structures. In terms of applying ideas, they are able to express their ideas into writing
since they are able to express their ideas into writing since they know how to say and speak
the word, they are able to express it in in written form. Apart from that, they said it helped in
improving their grammar and vocabulary. This means that they are able to learn new words
and how to properly structure those words. The last one is that they are able to comprehend
different sentences and also make their own which are used when writing.

Therefore, though content analysis and use of mixed approaches, the study was able to fulfil
its objectives. The questionnaire responses assisted in adding more information and
elaborating on the objectives of the study. This helped the researcher gain more accurate
information from the data analysis.

5.2 Recommendations
This study was looking at the language learning process and writing. It specifically aimed at
how the process assists in improving writing skills. Thus, it sought to find the connection
between these two aspects. Though some respondents saw these two aspects as too different
areas and that they made no connection at all but then most of the student respondents said
that it helped in nurturing their writing in one way or the other. Scholars have analysed these

29
two aspects differently and have found that they work hand in hand in that one skill helps in
developing the other as the child is growing. Some areas can be improved in this area or there
can be some activities that can be done so as to help students maintain their skills of language
such as writing through the following ways:

Encourage students to read widely. This can help them add more vocabulary in their
brains. In doing, so they are expanding their mental dictionary whereby they also learn how
to use these words in different circumstances. They also learn how to properly write from
reading different books. For example, reading books of writers such as the late Steve
Chimombo, Tiyambe Zeleza and many others they get to learn unique styles of writing and
new words.

Practice pronunciation of words. Teaching students to be able to properly pronounce words

of different kinds, helps make writing easier for them. Some students tend to write words as
they say them, so if they have learnt a wrong pronunciation of the word, they write it in the
same way they say it (chichewalised English). For example, they can write cupboard as
kabati. Thus, there are some words that may sound the same but look different, some students
can confuse them so it is better to be able to distinguish such words. For example, Inn and In,
are different words but have the same pronunciation.

Use of various teaching methods. Using different methods in a classroom that encourage
students to write and learn new vocabulary. Methods such as discussion and presentation,
creative writing and exercise can help students share their knowledge in different areas.
Hence, the students learn different things from their teacher and their friends in class.

Encourage students to join writing groups and literature clubs. One way for a student to
learn is to be part of a group where they acquire different skills. They learn different assets
such as creative writing in making poems and stories. These help to learn new ways of which
they can be able to express themselves. Thus, as they interact in these clubs, they teach each
other these skills.

5.3 Areas of further study

This study was focused on some contributions of language learning process. It looked at how
the process and writing connect and through the respondents it showed us how the connection
works, the age ranges when it emerges and some challenges found in mastery of writing as a
skill. Apart from these there could be more areas looked at in this topic. For instance, one

30
could look into identifying the weaknesses of these contributions if they have loopholes that
hinder a person from fully learning writing skills.

Another area could be investigating how speech sounds affect the ability to write in a person.
This means looking into how speech patterns affect the sequence of writing, either in letters,
comprehensions or reports. Thus, there are some areas that could be discussed in this topic
further so as to find more information that will further expand this field of research.

31
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Appendix 1: Letter of Introduction

35
Appendix 2: Interview Guide

THE CATHOLIC UNIVERSITY OF MALAWI

FACULTY OF EDUCATION

INTERVIEW TO BE USED AT ZOMBA CATHOLIC SECONDARY SCHOOL

Date………………………………………………………………

INTERVIEW

The following is an interview with several questions that will help in collecting several responses that
are required for fulfilment of Bachelors of Arts Degree in Education. The study that I am conducting
is on assessing the contributions of language learnings process to nurturing of writing skills. This
information will be kept confidential and your participation would be highly appreciated. I humbly
request your participation in this exercise.

The questions are as follows:

1. For how long have you been teaching English?

2. What is the usual age range of students in your class?
3. From your own observation, how have your students been progressing since you first started
teaching them?
4. How many hours are awarded to each lesson in a week? Are the given hours enough for you
to finish what you planned for that lesson?
5. Are there enough books for learning English Language that accommodate most learner during
classes? Give reasons for the reduction of books.
6. How good are your students in terms of spoken language? (Good, Average or Poor)
7. How good are they in terms of writing? (Good, Average or Poor)
8. In terms of the learner’s background, does it affect the way they learn English Language?
9. How often do your students use English to communicate with you and their fellow students?
10. Suggest any ways of how you can improve your class situation or what changes do you think
are required in order to deal with these challenges?

36
Appendix 3: Teacher’s Questionnaire

THE CATHOLIC UNIVERSITY OF MALAWI

FACULTY OF EDUCATION

QUESTIONNAIRE TO BE USED AT ZOMBA CATHOLIC SECONDARY SCHOOL

Date………………………………………………………………

QUESTIONNAIRE

The following is a questionnaire with a number of questions that will help in collecting
several responses that are required for fulfilment of Bacheloers of Arts Degree in Education.
The study that I am conducting is on assessing the contributions of language learning
process to nurturing of writing skills. This information will be kept confidential and your
participation would be highly appreciated. I humbly request your participation in this
exercise. Follow the instructions provided on each question in order to respond:

QUESTIONS

What are your qualifications? (Tick against the response related to your qualification)
MSCE
GSCE
Diploma or Certificate
Degree
Masters

Which class do you teach? (Form)

_____________________________________________________________________
Do you teach or instruct in English during English language lessons?
Yes
No
If NO, mention other language of instruction used and reasons for using it:

37
_____________________________________________________________________
_____________________________________________________________________
Does the school have enough English language textbooks?
_____________________________________________________________________
_____________________________________________________________________
If NO, Suggest any reasons why:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
What methods of teaching do you use when teaching English?
_____________________________________________________________________
_____________________________________________________________________
Give reasons for the method used above:
_____________________________________________________________________
_____________________________________________________________________
Do you notice any challenges that students face when writing and speaking in
English?
Yes

No

Mention any of these challenges that your students meet when learning English
Language?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
How do you deal with these challenges?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Have you ever applied these solutions to your class?
Yes
No

38
How long have you been teaching your students? (Since Form 1 or if they are in Form
1, since when)
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Have the students improved in their writing and speaking ever since you started
teaching them?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_________________________________________
If NO, suggest any reasons why:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
END OF QUESTIONS

39
Appendix 4: Student Questionnaire

THE CATHOLIC UNIVERSITY OF MALAWI

FACULTY OF EDUCATION

QUESTIONNAIRE TO BE USED AT ZOMBA CATHOLIC SECONDARY SCHOOL

Date………………………………………………………………

QUESTIONNAIRE

The following is a questionnaire with a number of questions that will help in collecting
several responses that are required for fulfilment of Bachelor of Arts Degree in Education.
The study that I am conducting is on assessing the contributions of language learning
process to nurturing of writing skills. This information will be kept confidential and your
participation would be highly appreciated. I humbly request your participation in this
exercise. Follow the instructions provided on each question in order to respond:

SECTION A: PARTICIPANT’S DETAILS

CLASS (Standard): _____________

AGE (Zaka): _________

HOME: ________________________________________________________________

HOME VILLAGE (Mudzi Wamakolo):

___________________________________________________________________________
______________________________________________

PARENTS/GUARDIANS:
__________________________________________________________________________

SECTION B: QUESTIONS

When was the first time when you started writing and speaking?

40
_____________________________________________________________________
_____________________________________________________________________
Which did you start first, speaking or writing?

_____________________________________________________________________
________________________________________________

How good is your English speaking compared to when you were in primary?
_____________________________________________________________________
_____________________________________________________________________
What is your favourite topic in English?

_____________________________________________________________________
Do you know how to speak English? (Tick against the Box with the response of your
choice)
Yes

No

Partially

If NO give a reason:

_____________________________________________________________________
_______________________________________________________

Do you speak English at home?

Yes
No
Does your parent (s) or guardian (s) know how to speak English?
Yes
No
Partially

Do you face any challenges when speaking English?

Yes:
No:
Partially:

41
Do you face any challenges when writing in English? Either essays, letters or
compositions.
Yes
No
Partially
Does speaking in English help when you are also trying to write in English?
Or it does not help at all.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
______________________________________________________________
Do you face any challenges when writing in English?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
________________________________
Between writing and speaking in English which do you prefer more?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

42