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Teaching Writing in Secondary School English Language Classrooms in Côte d'Ivoire: An Exploratory Study.

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Title: Teaching Writing in Secondary School English Language Classrooms in Côte d'Ivoire: An Exploratory Study.
Authors: Sowell, Jimalee1 (AUTHOR) jsowell2023@gmail.com
Source: Writing & Pedagogy. Jun2026, Vol. 16 Issue 3, p412-436. 25p.
Subject Terms: *Writing education, *Teacher training, *Fluency (Language learning), *English language education, *Class size, *Secondary schools
Geographic Terms: Côte d'Ivoire
Abstract: English language teachers in many countries around the world teach large classes of 40 or more students. Since the 18th century, many English teaching methods have focused on speaking skills. However, in recent years, globalization has heightened the importance of writing instruction. Writing skills have become increasingly important for English language learners in professional, academic, and personal contexts. Despite this increasing importance, to date, there has been limited research that shows how writing instruction is implemented in large, secondary school English language classes although large-class contexts represent the majority of English language classes globally. Therefore, this qualitative, exploratory study aimed to explore and understand writing instruction in one particular large-class context—public secondary school English language classes in Côte d'Ivoire. Data were collected through autobiographical essays, interviews, and teaching artifacts and analyzed through narrative profiles. Major findings show that Ivorian secondary school English language teachers might not have much training for teaching writing. Additionally, Ivorian secondary school English language teachers face numerous challenges teaching writing, including student reluctance to write. Implications suggest the need to give more consideration to writing assessments and instruction and the need to ensure that secondary school English language teachers receive adequate training for teaching writing that fits their large-class contexts. [ABSTRACT FROM AUTHOR]
Copyright of Writing & Pedagogy is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Teaching Writing in Secondary School English Language Classrooms in Côte d'Ivoire: An Exploratory Study.
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  Data: *<searchLink fieldCode="DE" term="%22Writing+education%22">Writing education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+training%22">Teacher training</searchLink><br />*<searchLink fieldCode="DE" term="%22Fluency+%28Language+learning%29%22">Fluency (Language learning)</searchLink><br />*<searchLink fieldCode="DE" term="%22English+language+education%22">English language education</searchLink><br />*<searchLink fieldCode="DE" term="%22Class+size%22">Class size</searchLink><br />*<searchLink fieldCode="DE" term="%22Secondary+schools%22">Secondary schools</searchLink>
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  Data: English language teachers in many countries around the world teach large classes of 40 or more students. Since the 18th century, many English teaching methods have focused on speaking skills. However, in recent years, globalization has heightened the importance of writing instruction. Writing skills have become increasingly important for English language learners in professional, academic, and personal contexts. Despite this increasing importance, to date, there has been limited research that shows how writing instruction is implemented in large, secondary school English language classes although large-class contexts represent the majority of English language classes globally. Therefore, this qualitative, exploratory study aimed to explore and understand writing instruction in one particular large-class context—public secondary school English language classes in Côte d'Ivoire. Data were collected through autobiographical essays, interviews, and teaching artifacts and analyzed through narrative profiles. Major findings show that Ivorian secondary school English language teachers might not have much training for teaching writing. Additionally, Ivorian secondary school English language teachers face numerous challenges teaching writing, including student reluctance to write. Implications suggest the need to give more consideration to writing assessments and instruction and the need to ensure that secondary school English language teachers receive adequate training for teaching writing that fits their large-class contexts. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Writing & Pedagogy is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – Type: doi
        Value: 10.3138/wap-2025-0009
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      – Code: eng
        Text: English
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      – SubjectFull: Writing education
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      – SubjectFull: Teacher training
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      – SubjectFull: Fluency (Language learning)
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      – SubjectFull: Class size
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      – SubjectFull: Secondary schools
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              Text: Jun2026
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