The Effect Of Corpora On Improving Secondary Stage Students' English language Narrative Writing

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This study investigates the effectiveness of utilizing corpora in improving narrative writing skills among first-year secondary students. The study aimed at examining the impact of corpus-based instruction on enhancing students' narrative writing proficiency and their ability to effectively employ narrative elements. The research followed a single-group experimental design, with the experimental group receiving narrative writing instruction supplemented with corpus-based activities. The sample comprises first-year secondary students from a selected school, who were exposed to the experimental treatment for a specified duration. The pre- post-test was administered to both assess the students' initial narrative writing abilities and measure their progress following the corpus-based instruction. Additionally, a rubric is employed to provide a comprehensive evaluation of the students' narrative writing quality, coherence, organization, language usage, and creativity.
The quantitative data collected through the pre-posttest and rubric assessments are analyzed using descriptive statistics, paired t-tests, and effect size calculations. The narrative written by the students in the group before and after the treatment were compared. The study's results have potential implications for language educators and curriculum developers, offering evidence-based recommendations for incorporating corpora into the teaching of narrative writing. The findings can inform instructional strategies and materials that enhance students' narrative writing proficiency, fostering their linguistic development and creative expression.

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