WELCOME en t to En h a n ce Writing

y: Gro u p wo rk as an Instrum
roficienc
English Language P Skill
Group-2B
Objective of the
Study

To assess the impact of Group work

to enhance English writing ability of
Honors level Students
 The Issue and the P
LC
amo n g t h e te rt ia ry
f E n g lish w r it in g a bility
ko
The issue is the lac lad e s h.
en t s of B an g
level stud hy this issue is imp
W
ortant?

s u ffi c ie n t c o m m and over

o f th e le a rn e rs do not have
 An study found that 8 8 %
n fid en c e to e x p res s ideas by
lis h , fo llo w ed by lack of co
sentence structure
in E n g
y 6 3 % le a rn e rs a n d no concern
e o f n o p re w ritin g technique b
s
74% learners and u (A fr in (2 0 1 6) .
tio n b y 66% le a rn e rs ts c o n firmed that
o u t o rg a n iz a y s b y s tu d e n
ab
c lu d e d th a t th e a n alysis of essa n w ri tin g ( Suvin 2020).
tu d y c o n p lic a tio
 Another s
ta k e s d u rin g c o m p osition and ap a nxious to sit
d e n ts m a ke m is e s tu d en ts w e re
stu
o n , w e h a d s e e n th at most of th
 From our plc observati ollege
n g lis h e x a m . ip u r G o v e rn m en t c
for the E rtm ent of Lakshm
m e n ta l h e a d o f E n g lis h D e p a
im p ro v e o u r stu d ents writing
 . The depa rt a d it ional classes to
se d , “th o u g h w e a re ta k in g tr
a re n o t fe e li n g c o mfortable in
stres e rv e d th at the students
b e e n o b s
ability, It has
writing”.
An evidence of the issue

Table 1: English 2nd year compulsory English course pass rate of 4 Department
(Session 2016-2017) Lakshmipur Government College, Lakshmipur

Name of the No of student Passed Percent of

Department attend in the Exam passing
Political Science 150 92 61%
Sociology 140 102 72%
Islamic Studies 102 64 62%
Economics 142 103 72%
Total 534 361 67%
THE PLC CORE TEAM:

• Dr. Md. Jahidul Islam(Lakshmipur Government College, Lakshmipur)

• Mohammad Shamsuddin (Lakshmipur Government College,
Lakshmipur)
• Gias Uddin Ahmed Bhuiyan (Lakshmipur Government College,
Lakshmipur)
• Md. Abdur Rashid Mandol (Rajbari Govt Adarsa Mohila College)
• Nasir Uddin (Govt Purba Madaripur College)

Out side of the Core Team

Mr. Moajjem Siddique, Assistant Professor, Economics
Mr. Md. Shariful Islam Jakaria, Lecturer, English
and Khaled Mohammed Saifullah, Lecturer, Economics.
 PLC and Their work
• Organizi
ng several
title to writ mee
ing the rep tings to overcome th
• knowled ort) e project (
ge sharing from identi
to know diff fying the
• Distribut erent conc
ion and acc ept concer
• Motivati u m u l ation of diff ning the to
ng concern e rent work pic.
• Helping e d people to
each other overcome
to ac the situatio
• Literatur c o mplish the n ( e.g. stu
e Review w ork dents)
• Organizi
ng face to
• Maintain face and in
ing Group w teractive c
o lass
• Taking p rk o f the studen
re and pos ts
• Data Co t test
llection and
• Report W analysis
riting
 The
Inte Instruc
rven tion
tion al
I ni t
E n g i a ti n g
Stu lish w Grou
d en r p
t s i t i ng c w o r k
a pa to e
• bi l i n
Fac ty a h a n c
mo e
fa c e to f ng
• ec a ce
las
Giv
i n s ) , cl a s s
gro g In es (
• up stru 10
10 wo cti o Fac
V r k n e to
E ng i d eo s to m
s ha s h w C l i ps
l i o ti v
r , a te
s t o i n g a r i t i ng 5 a u fo r
• rmi n d a n di o
Pra n di s d c
• c ti c g cus grou lips a
si o p w bo u
Tak eW n
i
( Th ng Pr r i ti n , B ra o rk t
rou e-te g and i n-
gh s
Par t and evalu
ag r a
aphPost T tion
w ri e s t
ti n g
The PLC and Students’
Group work:
1. Active Instruction and
Motivation about English
writing and group work
2. Taking Pre-Test( To know the
prior English Writing Ability),
Post Test (after the
intervention) and formative
assessment

“While doing group work tasks, learners had to help

their friends understand the task clearly because
task-based learning cannot be performed alone.
Sharing and discussion were very important
components required to reach the goal of the task.
Learners also developed a democratic system when
they wanted to reach agreement in their
Number of Students and Instructors

 35 Students from 3 colleges

 8 Instructors

 The students were from different majors

Problems The PLC faced and
overcome
• Lack of Motivation among students
• Time and Resource Constraint

• Worked as a unit and helped each other

• Motivated students about English learning
 Result
Group wise pre-test and post-test result
( Found little bit positive impact of the intervention)

Group wise pre-test and Post test marks

Pre Test Group Mark Post test Marks

17
15
13
11
9
7
5
3
1
Ga Gb Gc Gd Ge Gf Gg
Pre Test Group Mark 14 10 16 8 12 15 13
Post test Marks 16 13 17 11 14 16 15
 Individual level Pre and post test result
( Very little positive change happened after the intervention)

Individual level Comparison between pre-test and post test score

Pre-Test Score Post Test Marks

19

19
18

18

18

18
17

17
17

17

17
16

16

16
15
15

15

15

15
14

14

14

14
13

13

13

13
12

12

12

12

12

12

12
11

11

11
11

11

11
11

11
score in pre and post test

10
10
10

10

10
10

10

10

10
9

9
9
8

8
7

7
6

5
4

4
3

ga2 ga1 ga3 ga4 ga5 gb 1 gb 2 gb 3 gb 4 gb 5 gc 1 gc 2 gc 3 gc 4 gc 5 gd 1 gd 2 gd 3 gd 4 gd 5 ge1 ge2 ge3 ge4 ge5 gf1 gf2 gf3 gf4 gf5 gg1 gg2 gg3 gg4 gg5

Participants code
Formative Assessment
Formative assessment pre and post score
8.5

7.5

6.5

5.5

4.5

3.5

2.5

1.5

0.5

Ga Gb Gc Gd Ge Gf Gg
Fomative pre assessment mark 5 7 5 5 4 6 3
Formative post assessment mark 7 7 8 5 6 6 5

Fomative pre assessment mark Formative post assessment mark

Observation ( from 2 FGD and
reflections)
• Most of the students think that as a foreign language English is difficult to learn
specially writing
• They also argued that group work is very effective to learn not only English but
also everything.
• They think that they need long time group work to learn English
• They uttered that group work is very enjoyable
• The instructors argued that traditional method of learning English writing is not
fruitful and group work is an effective way to improve English writing.
• The instructors argued that students prior English learning process is important.
• Their socio-economic condition is important to learn English properly.
 Conclusion

The P
LC w a
effect nts to
i ve i n conclu
matte enhan de that
rs ( e. ci
condit g. – ed ng English group wo
ion) sh u c a ti o w r i ti n r k is so
learni o uld be n system g ability me ho
ngs. scruti , bu w
nized so c io-eco t o ther
to me nomic
asure
Englis
h