Using Guided Writing to Improve Student Teachers’ Expository Paragraph Writing at Phnom Penh Teacher Education College: An Action Research Study

This study reported the results of action research conducted with student teachers in their second year. During the academic year 2020-2021, student teachers struggled with their paragraph writing. They had trouble putting their thoughts into words, and using proper phrases and sentences to compose an expository paragraph in particular. Action research was designed to teach writing skills through guided writing to address this concern. The purpose of the study was to examine whether guided writing could assist student teachers to enhance their expository paragraph writing abilities. Data from the pre-test and post-test were analyzed using a T-test to examine the significant changes between both tests. The results showed that guided writing could help students enhance their writing skills. Based on the t-test value, it is proved by the mean score rate of the students’ pretest and posttest of the experimental group. The mean score for the pretest and posttest of the second cycle of the experimental group was 59.46 to 83.16 while the mean score of the pretest and posttest of the control group was 54.66 to 68.91. The student teachers showed a strong desire to be actively involved and participate in the teaching and learning process through guided writing. As a result, it is possible to conclude that guided writing can help students enhance their expository paragraph writing. Based on the findings, it is suggested that English teachers should employ guided writing in their classrooms to assist students to develop their writing skills.