Cognitive And Affective Factors To Improve Efficiency In The Teaching Of Writing

Abstract

Abstract This study is designed to probe into the teaching practices through cognitive and affective factors of teachers’ performance in the writing skill, with reference to learners’ outcome. It is aimed at raising awareness of the impact of reinvesting teaching variables into one comprehensible framework on learners’ behavioural attitudes in writing. The research method conducted, to remedy persisting setbacks in the teaching/learning in writing, was based on descriptive qualitative method. In order to gather data for variables, (thirty-six) teachers were given a questionnaire with four sections to find out the field dependent and independent variables used in writing. Besides, three teachers were interviewed following the same principle of including the factors involved in writing. Another questionnaire was designed for learners to correlate the results with both teachers’ questionnaire and interview findings. We tend to express through this research our beliefs on enhancing awareness among teachers in their practice of the writing skill when reinvesting cognitive and affective factors into one comprehensible schema in order to improve efficiency of the teaching of writing. Data collection and analysis occurred in several phases: scripting the research, reading through the data, segmenting according to research question and subsequent ones, interpreting the data, and aggregating. The major findings of this research paper can be summed up as follows: a) - teaching efficiency in writing relies on teachers’ competence in writing skill, b) – effects of cognitive and affective strategies on learners’ performances, and c) –teaching behavioural attitudes and competence to enhance learners’ performance in