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Writing Difficulties in the Swedish ESL-Classroom: How teachers of English deal with students’ writing difficulties
Stockholm University, Faculty of Humanities, Department of Language Education. Stockholm University, Faculty of Humanities, Department of English.
2013 (English)Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
Abstract [en]

This study covers a research within the area of writing difficulties in the ESL classroom (English as second language). This essay aims to look at teachers’ attitudes towards working with writing difficulties and also how teachers deal with this issue in the classroom. The data for this study was collected through the qualitative method; interviews and observations. The informants who participated in this study are English teachers, working in year 7-9. The observations were conducted during the informants’ lessons. Previous research has also been used in this study in order to establish the teachers’ work within writing. The study shows that the teachers feel that it is challenging to work with students who have writing difficulties, since those students might be unmotivated. However, the informants believe that teachers need to motivate their students to write more, in order to achieve development. Moreover, the study shows that teachers do not use any specific method when working with writing, instead they try to see what the students have difficulties with, and subsequently find solutions based on the individual’s needs.    

Place, publisher, year, edition, pages
2013. , 25 p.
Keyword [en]
Writing difficulties, English teaching, writing strategies, writing development
National Category
Specific Languages Didactics Humanities
URN: urn:nbn:se:su:diva-94207OAI: diva2:652520
Available from: 2013-10-08 Created: 2013-09-30 Last updated: 2013-10-08Bibliographically approved

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Department of Language EducationDepartment of English
Specific LanguagesDidacticsHumanities

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