REACT: A CONTEXTUAL APPROACH IN TEACHING AND LEARNING TECHNICAL WRITING

Description

The goal of the study is to develop REACT- based instruction materials to improve students’ Technical Writing. Contextualizing content to students’ and communities’ needs and demands through REACT strategy in the teaching and learning guide for technical writing ensures authentic and meaningful learning. Designing activities and content-delivery rich in context and aligned to students' future profession can make up for the limitations of conventional instruction. In addition, the extensive stages of the strategy provide learners extensive and comprehensive writing experiences that will add to their pedagogy in teaching writing.

Steps to reproduce

The study employed a developmental research design in the design and development of a REACT-based teaching and learning guide in Technical Writing for sophomore English major students in a university in a region from the Philippines. The participants were selected through purposive sampling, consisting of 32 Sophomore pre-service English students enrolled in Technical Writing. Selection criteria included course enrollment and year level. The participants was composed of 27 females and 5 males, from different parts of the region, speak varied languages, and completed Senior High School during the pandemic, which provided relevant contextual considerations for material development. Guided by the ADDIE model, the study focused primarily on the Analysis, Development, and Validation phases. In the analysis phase, a pre-test essay evaluated using Gustilo’s (2013) six-point essay scoring guide was used to determine students’ initial writing performance. In addition, self-report questionnaire based on the Perceptual Learning Style Preference Questionnaire (PLSPQ) developed by Joy Reid in 1984, modified by Wong (2015) was used to identify learning preferences. The pre-test assessed students’ writing performance across content, organization, syntax, language use, and mechanics, while the learning style questionnaire informed the instructional design of the materials. The development phase involved designing contextualized Technical Writing instructional materials anchored on CTL through the REACT strategy, incorporating targeted writing tasks, technical documents, and assessment tools aligned with identified learner and community needs. The materials furthermore, underwent content validation by three purposively selected experts in English Language Teaching, whose feedback guided revisions and refinement.

Institutions

• Visayas State University

  Eastern Visayas, Baybay
• Cebu Normal University

  Central Visayas, Cebu City

Categories

Licence