Developing English Writing Skills through Contextual Teaching and Learning (CTL)
Submission Date:
Acceptance Date:
Authors
- Ranjit Podder
- Mohammad Mustafizur Rahman
Keywords
English writing skill, CTL (contextual teaching and learning), Teachers Training College, undergraduate students
Abstract
The current study tried to explore how the teacher educators at Teachers’ Training College, Dhaka utilised the contexts in developing their undergraduate students’ English writing skills; how Contextual Teaching and Learning (CTL) helped improve students’ writing skills; and what challenges teachers and students faced in implementing CTL. This qualitative study employed semi-structured interview and observation methods to collect data from two teacher participants, and FGD (Focus Group Discussion) to collect data from five students selected by the two teacher participants. They selected five students based on their improved performances during the implementation of CTL. The interview and FGD data were transcribed and the observation data were developed after recurrent reading and edits. The data were then coded and categorised based on the similarity of themes. The major findings of the study were that the teachers were expert enough to utilise contexts; CTL was found beneficial in developing students’ English writing skills. However, the teachers as well as the students, faced challenges such as the college authority’s rigidity not allowing the teachers and the students to go beyond the syllabus and the classroom, a large class with around 100 students, and students’ shortage of stock of vocabulary.
