Indian Journal of Science and Technology

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Background/Objectives: In India, teaching English for learners in heterogeneous and overcrowded classrooms is a challenging task. This study attempts to investigate the effect of teaching Big Writing elements at tertiary level. Methods/Statistical Analysis: The study is experimental and it involves a single group. The participants of the study were seventy, first year B.Com students from Hindustan Institute of Technology and Science, Chennai, South India. Pre-test and post-test were administered before and after the intervention and the result was analysed using SPSS software. Findings: The findings of the study suggest that there is a statistically significant improvement in writing abilities of the participants after the Big Writing instruction. Applications/Improvements: The Big Writing approach can be used to develop the writing skills of the technical students belonging to polytechnic colleges and engineering students, especially the low achievers.

Keywords

Big Writing, English as Second Language, Tertiary Learners, VCOP Technique, Writing Skills
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