Abstract:
This mixed method sequential exploratory study identified instructional practices used by successful secondary English teachers to improve the writing quality of their culturally diverse senior secondary struggling writers. Their competence as writing teachers was evident in the high percentage of their struggling writers achieving success in the national examination writing assessments. For the purpose of triangulation, multiple data collection instruments were used (lesson observation, teacher interviews and student questionnaires). Findings indicated that within an overarching Process Writing Approach, the teacher-participants used eight of the ten most recommended instructional practices (collaborative learning; deliberate acts of teaching to teach writing strategies, self-regulatory strategies, grammar and syntax, and text structure using models; differentiation; feedback; and a supportive learning environment). Interestingly, despite not being ranked highly in the relevant literature as an effective practice, teaching as inquiry was central to the teacher-participants’ practice. This may be due to teaching as inquiry being overtly promoted as effective pedagogy in the New Zealand Curriculum, teaching support material and literacy intervention programmes. Additionally, the teacher-participants also emphasized the importance of writing mileage to improve writing quality. The conclusion drawn from this study is that the instructional practices the successful teacher-participants used had been empirically confirmed to effectively improve writing quality, and that their choice of instructional practices was based on the specific needs of their students.
