Haiku composition and the development of academic writing skills

Abstract:

The inclusion of poetry-based activities in the language classroom is by no means a common practice. Although this circumstance comprises all the dimensions of language instruction, the exclusion of poetry is particularly latent when dealing with creative writing tasks. Much of the reason for this reluctance to include poetry when teaching and learning a second or foreign language is that teachers commonly assume that poetry writing is just too challenging for language students. Nevertheless, the empirical evidence regarding the issue seems to contradict this assumption. Under these circumstances, the objective of this research study was to determine whether haiku composition fostered the development of the academic writing skills of a group of thirty students of the English Language and Literature (TEFL) Major of Universidad de Cuenca. The research design of the study was based on a Mixed-Methods approach; in other words, it included both quantitative and qualitative data collection and analysis techniques. The former related to the application of essay-based tests before and after a six-week intervention in which haiku composition tasks were promoted. The results of these tests were statistically analyzed on account of their means and standard deviations, which were employed in the administration of the Student's T-Test for repeated measures. For its part, the xv qualitative aspect of this research study was linked to the analysis of the answers that the participants of the study provided to a survey constituted by open-ended questions, which was administered at the end of the treatment. The findings of the study demonstrated that haiku …

Año de publicación:

2018

Keywords:

Fuente:

google