Authors :
Dr. Leonorah Mugalla
Volume/Issue :
Volume 8 - 2023, Issue 12 - December
Google Scholar :
https://tinyurl.com/3z88wze4
Scribd :
https://tinyurl.com/ydyrr7wu
DOI :
https://doi.org/10.5281/zenodo.10795950
Abstract :
Choosing the methodology to use in teaching
French is a big challenge and therefore requires extra
skills for both teachers and learners. Therefore, they
seem reluctant to focus on specific methods because this
requires special effort. The purpose of this study was to
establish the methodology used in the learning and
teaching of writing skills in French. The objectives were;
to establish the methods used in teaching and to
investigate the exercises used in enhancing writing skills.
The study was carried out in Nairobi City County where
eight (8) secondary school teachers of French in Form
three and one hundred and twenty-four (124) Form
three students studying French formed the study sample.
A quasi-experimental research design was used. The
data collection instruments were; questionnaires and a
lesson observation guide. The experimental group of
learners was taught by teachers who had been trained
using Task Based method while learners in the control
group were taught using other methods. Teachers’ and
learners’ questionnaires were used to establish the other
methods used. The lesson observation guide was used to
establish the learning exercises used in teaching and
learning writing. The instruments were refined through
piloting. Data was analyzed quantitatively using
descriptive and presented in frequency tables. The
findings were that 8 methods were used for writing and
letter writing was the most used exercise. Based on these
findings, it was recommended that Ministry of Education
organizes in-service training for teachers on methods of
teaching. The study was important in helping Quality
Assurance and Standards officers to establish, maintain
and improve standards in training, assessment and
implementation of teaching methods.
Keywords :
Writing in French, Methodology in Writing, Exercises that Enhance Writing, Task Based Approach, Group-Work in Writing.
Choosing the methodology to use in teaching
French is a big challenge and therefore requires extra
skills for both teachers and learners. Therefore, they
seem reluctant to focus on specific methods because this
requires special effort. The purpose of this study was to
establish the methodology used in the learning and
teaching of writing skills in French. The objectives were;
to establish the methods used in teaching and to
investigate the exercises used in enhancing writing skills.
The study was carried out in Nairobi City County where
eight (8) secondary school teachers of French in Form
three and one hundred and twenty-four (124) Form
three students studying French formed the study sample.
A quasi-experimental research design was used. The
data collection instruments were; questionnaires and a
lesson observation guide. The experimental group of
learners was taught by teachers who had been trained
using Task Based method while learners in the control
group were taught using other methods. Teachers’ and
learners’ questionnaires were used to establish the other
methods used. The lesson observation guide was used to
establish the learning exercises used in teaching and
learning writing. The instruments were refined through
piloting. Data was analyzed quantitatively using
descriptive and presented in frequency tables. The
findings were that 8 methods were used for writing and
letter writing was the most used exercise. Based on these
findings, it was recommended that Ministry of Education
organizes in-service training for teachers on methods of
teaching. The study was important in helping Quality
Assurance and Standards officers to establish, maintain
and improve standards in training, assessment and
implementation of teaching methods.
Keywords :
Writing in French, Methodology in Writing, Exercises that Enhance Writing, Task Based Approach, Group-Work in Writing.
