English Language Teachers’ Experience on Enhancing Students' Writing Skills: A Narrative Inquiry

Abstract

Writing skills are one of the most important communication means of expressing via word form, which can be developed through social interaction. The success of the individuals is connected with the ability to share themselves in written form in the context of academic and official. Students cannot compete without proficiency in English academic writing in the competitive world. This study explores secondary-level English language teachers' experiences and practices in enhancing student’s writing skills in the ELT classroom. This study aims to explore the lived experiences of secondary-level English language teachers in public schools regarding their strategies for enhancing students’ writing skills. I have purposively selected four participants and conducted in-depth interviews with secondary-level English language teachers from four public schools of Kathmandu Valley, using narrative inquiry as a research method. Similarly, Vygotsky’s sociocultural theory is connected to this study. The findings show the crucial role of implementing diverse activities and strategies to enhance student’s writing skills in ELT classrooms. Teachers use multiple strategies, including diverse activities like ICT integration, group activities, guided writing, and feedback mechanisms, to enhance students' writing skills. Likewise, they use a student-centric and activity-based practice to cope with the challenges. The study provides valuable insights to English as a second language practitioners, secondary-level English language teachers, teacher educators, and future researchers in the field of English language education. The research suggests that teachers can enhance their approach by using different ways of writing exercises, peer reviews, and feedback mechanisms.