Identifying the patterns of readiness in English writing classes among the primary level students of Bangladesh

Abstract

Writing readiness is one of the important aspects of teaching English writing skills which combines physical, mental and circumstantial readiness. Teachers should foster the elements of readiness when the students are young for example: primary level. However, in Bangladesh most of the teachers are not aware of the fact that before teaching letters students should be taught how to hold a pen or pencil, outline letters, draw shapes and signs. This study aims to focus on the patterns of readiness in English writing class, teachers’ and students’ perspective on readiness in English writing class and cultural impact on English writing readiness. I applied a qualitative multiple case study approach for my research work. At first I decided on research questions. Based on the research questions, I interviewed ten participants, six of them are teachers and four of them are students. According to the findings, numerous patterns of readiness related to orthographic coding, visual motor integration and fine motor coordination, are visible in English writing classes which I combined thematically. However, readiness is not considered as an important aspect in the cultural context which is alarming for students’ development. This study will help teachers, students and other stakeholders related to primary education to enhance the writing experience of students.