Learning environments for the English learning area: perspectives of secondary students who struggle with writing
Jennifer Shand, Grace Oakley, Emily Purvis, 2024, Australian Journal of Language and Literacy
As part of my ongoing professional learning and development, I read academic journals and articles related to literacy and wanted to share the findings from this research study. This research investigated ‘What makes a positive learning environment for writing‘ in a Year 10 low SES classroom in Australia for students who struggle with writing.
Analysis of prior research suggests that the key struggles experienced by students when writing include:
- lack of engagement along with lack of knowledge about topics for writing (Graham & Harris, 1997)
- insufficient time and focus upon idea development
- neglect of revision/editing (Graham & Harris, 1997)
- poor text construction and language skills (Graham & Harris, 1997)
- learning difficulties (Graham et al, 2002)
WHAT WERE THE KEY FINDINGS FROM THIS STUDY THAT WILL HELP TEACHERS?
Finding One- Excessive written feedback
If writing was covered in excessive teacher feedback, students did not read feedback or take on board any constructive comments. Hattie and Temperley (2007) identified that students can disengage from their work if they consider that attempts to improve are unlikely to make a difference.
This study suggests:
- a reduction in the amount of written teacher feedback,
- allowing one-on-one feedback sessions to improve student confidence and help them to realise the value of feedback in improving their writing.
Finding Two: Persistent fears of peer judgement
The study found that many students were not referring to active ridicule in the classroom, but instead students were very sensitive to perceived judgements of their peers. For these students, their self-concepts may be fragile.
The study suggests:
- incorporating greater student autonomy and increasing interpersonal engagement with students about their confidence levels.
Finding Three: Pivotal role of teachers
Teachers have an important role in the creation and maintenance of positive learning environments for writing.
This study found that effective teachers:
- ensure there is social and emotional safety in the classroom
- oversee students relations to ensure that peers work together respectfully
- ensure a quiet physical space for working which was found to be important to the students when they were writing
- provide appropriate instruction, scaffolding and mentoring to suit the different needs and interests of the students.
