Effective Strategies for Improving Writing Skills of Elementary English Language Learners

Technology 

The rise of technology integration has significantly contributed to the change in teaching 

reading and writing in a second language. Such integration in second language learning teaching 

demonstrates a shift in educational models from a behavioral to a constructivist learning 

approach (Kasapaglu-akyol, 2010). These recent developments reveal that rapid changes in 

literacy have taken place as a result of the arrival of the computer and the development of other 

new technologies. Consequently, the pressure on teachers to keep up with such developments 

and to raise standards in their classrooms is ever present (Feiler & Logan, 2007). Not only does it 

motivate and encourage ESL students to engage in reading and writing, but the various ways it is 

used proves beneficial in cultivating writing skills among this population of students (Lee, 2012). 

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Using e-journals, much like a composition notebook, gives students a safe venue for expressing 

their ideas without having to worry about handwriting or spelling mistakes. This technique hones 

their vocabulary skills and gives them an opportunity to receive written feedback from an 

instructor, which in turn aids in reading proficiency. Another method, among many, is using 

online discussion boards. With this approach, students can communicate with one another as 

well as the teacher, receive peer feedback and practice conversational skills, all the while putting 

complete thoughts together in the form of typed sentences. Peer feedback is one of the most 

influential methods of becoming a proficient writer of English. Studies show that school age 

children are more conscious of their peers’ reaction and perception than their instructor’s, 

therefore, more apt to learn from their constructivism (Bitchener, Cameron, & Young, 2005).  

Using these technological tools can provide that much needed opportunity.

 

By interviewing 

students, Ghandoura (2012) found that students thought computers made the acquisition of 

writing skills easier and faster. The possible downfall of these tools is that writing on computers 

gives an immediate alert to grammatical and spelling errors, which could become a lesson 

learned or a crutch. However, in a rich-technology, ELLs can become better readers and writers 

of English (Ismail, Al-Awidi, & Almekhlafi, 2012).