Date of Award
Master of Education (MEd)
Curriculum & Instruction
This study aimed at exploring English teachers’ views on the emergent writing practices of kindergarten students. An exploratory sequential mixed method design was adopted by employing qualitative and quantitative means. In the first phase, five kindergarten teachers were selected purposively and interviewed using semi-structured interviews. The results extracted from the qualitative phase served in developing the quantitative tool. The second phase which featured a collection of quantitative data by means of a questionnaire which was distributed randomly to kindergarten teachers in all school districts in the UAE (n=210). The results gleaned from both the qualitative and the quantitative phase revealed major findings: 1) The teachers viewed the emergent writing experience as joyful, meaningful, and communicative which can pave the way for creating a conducive self-expression environment: 2) They reported that instructional writing strategies and materials should be procedural and phased gradually to promote kindergarteners’ writing; 3) They teachers also stressed the importance of using direct and indirect instructions; 4) The teachers emphasized the instrumental role of continuous and constructive structured assessment strategies: 5) The teachers assigned a minor role of technological deliverables in emergent writing practices; 6) They also indicated that the insufficient time assigned for emergent writing poses a real challenge and hampers teachers’ creative writing practices. The study addressed key issues related to EFL teachers’ emergent teaching practices in the UAE context, and thus it gives some recommendations for EFL teachers, curriculum planners and writing practice, and assessment. The study incorporated some implications for future research.
Al Raeesi, Asma Yousef, "EXPLORING ENGLISH TEACHERS’ VIEWS ON THEIR KINDERGARTEN EMERGENT WRITING PRACTICES: A MIXED METHOD STUDY" (2020). Theses. 897.