Article Sidebar
Published:
May 31, 2024Keywords:
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
(i) AJER is an open-access journal. This means that all content is freely available to all. The author retains the copyrights associated with their work within AJER’s policy framework.
(ii) All articles can be accessed freely without any limitations of use, distribution, and reproduction in any medium so long as they are expressly cited.
(iii) The use of general descriptive names, trade names, trademarks, and so forth in this publication, even if not specifically identified, may not mean that these names are not protected by the relevant laws and regulations in their respective countries.
(iv) The publisher believes that all information is true and accurate at the time of going to press. In this regard, the authors, editors, and publishers cannot accept any legal responsibility for any errors, typos or omissions that may be made. There is thus no warranty for the materials contained in the articles.
Main Article Content
The significance of english writing skills on learners' performance: a case of two secondary schools in Kicukiro district, Rwanda
Vincent Niyibizi
Gabriel Bazimaziki
Justin Karengera
Jean De La Paix Muragijimana
Abstract
This case study aims to investigate the impact of English writing skills on learners' performance in secondary schools in Kicukiro District. Guided by Vygotsky’s sociocultural theory and Richards’ Communicative Language Teaching (CLT), the study used a mixed-methods approach. The study targeted 147 participants, comprising learners, teachers, and heads of studies, from which a sample of 75 participants was selected using proportionate stratified and purposive sampling techniques. Primary data was collected through both interviews and questionnaires, assessing the impact of English writing skills on learners' performance, exploring effective teaching approaches, identifying factors contributing to low English writing skills among learners at secondary schools in Rwanda, and examining the influence of teaching strategies on learners' writing skills. Out of these findings, the paper discloses that essay writing, agenda writing, playwriting, poetry writing, and minute writing skills considerably influence learners’ performance. The study suggests enhancing learners' writing skills through regular writing activities like letters and short stories. Teachers of English should also be role models for their learners when teaching to uplift their writing motivation. In a similar or different setting, future studies should investigate the relevance of other skills to primary learners.
