Enhancing College Students' English Writing Skills Using Power-S & F Approach
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| Title: | Enhancing College Students' English Writing Skills Using Power-S & F Approach |
|---|---|
| Language: | English |
| Authors: | Edralin C. Manla, Adeva Jane Esparrago-Kalidas, Angelica V. Napone, Nicole Dominique P. Delgado, Angel M. Develos, Deo Lindon Castillo |
| Source: | Malaysian Online Journal of Educational Sciences. 2024 12(4):10-19. |
| Availability: | University of Malaya Faculty of Education. Kuala Lumpur 50603 Malaysia. Web site: https://mojes.um.edu.my/ |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education Secondary Education |
| Descriptors: | English (Second Language), Second Languages, Writing Skills, Intervention, Instructional Effectiveness, Writing Achievement, Skill Development, Student Experience, Barriers, Private Colleges, Foreign Countries, Language Teachers, Secondary School Teachers, Journal Writing, Preservice Teachers, Undergraduate Students, Undergraduate Study |
| Geographic Terms: | Philippines |
| ISSN: | 2289-3024 |
| Abstract: | This study investigates the impact of the POWER-S & F journal template intervention on the writing performance of English majors through a pre-test and post-test assessment. The intervention aimed to enhance students' writing skills in content, organization, grammar, vocabulary, and mechanics. The study used a collaborative action research design involving 15 sophomore students as respondents. Quantitative analysis, including paired samples t-test and Wilcoxon W test, revealed a statistically significant improvement (p = 0.0290*) in post-test scores compared to pre-test scores. The shift from "Proficient" to "Exemplary" descriptors in various writing aspects supported the intervention's effectiveness. Focused Group Discussions (FGDs) provided insights into participants' experiences and challenges with journaling, highlighting the dual nature of the process. Recommendations include providing more time and flexibility in the intervention to optimize its benefits. The findings suggest that the POWER-S & F approach positively influenced students' writing abilities, emphasizing the need for tailored support and adjustments to enhance the journaling process further. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1457368 |
| Database: | ERIC |
| Abstract: | This study investigates the impact of the POWER-S & F journal template intervention on the writing performance of English majors through a pre-test and post-test assessment. The intervention aimed to enhance students' writing skills in content, organization, grammar, vocabulary, and mechanics. The study used a collaborative action research design involving 15 sophomore students as respondents. Quantitative analysis, including paired samples t-test and Wilcoxon W test, revealed a statistically significant improvement (p = 0.0290*) in post-test scores compared to pre-test scores. The shift from "Proficient" to "Exemplary" descriptors in various writing aspects supported the intervention's effectiveness. Focused Group Discussions (FGDs) provided insights into participants' experiences and challenges with journaling, highlighting the dual nature of the process. Recommendations include providing more time and flexibility in the intervention to optimize its benefits. The findings suggest that the POWER-S & F approach positively influenced students' writing abilities, emphasizing the need for tailored support and adjustments to enhance the journaling process further. |
|---|---|
| ISSN: | 2289-3024 |
