Writing Error Remediation through Guided Writing Strategy: A Mixed Methods Probe

Abstract

This study aimed at determining whether guided writing as a remediation strategy is effective in improving students’ writing ability and alleviating their writing errors. A class of twenty-five (25) Agri-Fishery Arts students in the Mindanao State University-Marawi Senior High School participated in this study. The use of guided writing strategy lasted for three months, which is equivalent to twenty-one sessions. The data were gathered through conducting a writing pre-test (descriptive essay) prior to the intervention and a writing post-test after completing the intervention. After the latter, interviews with fourteen (14) randomly selected participants were conducted to extract their personal perspectives regarding the strategy. The quantitative results showed that the respondents had fair to poor writing performance in the pre-test with multiple errors. Having applied the guided writing strategy, the researchers found significant improvements in the participants’ writing ability as well as in their errors. The interview data revealed the students’ difficulties during the intervention and the improvements they noticed while undergoing the strategy. The study concluded that guided writing strategy effectively improved the students’ writing ability and lessened their errors.