Education 代写 The Effectiveness Of Heterogeneous Grouping
As EFL teachers we are concerned with two main issues in language learning. The first issue addresses the skills students should acquire in EFL classes as a result of teaching-learning experiences. Such skills are often measured by students’ achievement. The second issue takes account of the strategies EFL teachers use to help students acquire such skills and in turn increase their achievement.
Writing is a skill which requires efforts from both the student and the teacher. It is one of the four language skills which are given emphasis in second language learning. Writing is one of the skills which need to be mastered by the learners to meet the secondary school graduation requirements (Panofsky et al 2005). They learn different genres of writing like descriptive, expository, recount and narrative based on the prescribed syllabus of their providers. Language learning involves learning the language code as well as the culture associated with the language (Becket &Gonzales 2004).
Students’ writing abilities are affected by the type of instructions teachers use within their classroom practices. It is one of the productive skills that learners are expected to achieve in order to ensure their communicative competence. While learning writing, students are supposed to get involved in many activities that enable them to produce a piece of writing at the end. They can be engaged for example in class discussions, act in role playing or get involved in peer editing (Hensen, 2002). While engaged in classroom activities students build up experience and have more practice that may finally give the chance to reach a proper product of writing.
In teaching writing, teachers strive hard to find strategies to facilitate increasing students’ achievement. There are many methods adopted by the teachers in teaching EFL writing in the classrooms. One of the methods recommended in teaching writing is the incorporation of cooperative learning (Kagan 2002). Students can be grouped in a variety of more flexible ways so that they spend some portion of a school day in heterogeneous groups and some portion in homogeneous groups. (Grady et al 2007).
Supporting students’ writing involves providing some form of assistance that helps them carry out one or more processes involved in writing. These procedures include structuring how students carry out a particular writing process, having peers to help one another as they compose a piece of writing , providing students with feedback on their performance, focusing students’ attention on specific aspects of tasks, and providing a model of what the end product should look like (Graham & Perin 2007).