Effectiveness of Data Driven Instructional Methodology for Formative Assessment of English Writing Composition Skills – A Case Study

Abstract

The application of Data Driven Instructional Methodology (DDIM) in English language classrooms for teaching English to non-native speakers is currently alleged to be a fairly useful way of teaching English language (Dunn, 2013). This study explored the performance of students associated with data instructional methodology, implementation of DDIM in English classes, and its benefits for the learners in Pakistan. It is a classroom based study, investigating different instruction to second language learners based on their performance in selected activities. A sample of 50 undergraduate students is taken to teach English writing skills through formative assessments. Activities on paragraph writing and article reading and writing are included in formative assessments to analyze the improvement of students’ in English writing skills. A diagnostic test is taken from students in their first lecture of English course to analyze students’ writing skills in terms of four components: grammar, sentence structure, vocabulary and spellings to develop data driven learning corpora of students for DDIM. Paired t-test is used to analyze the results from formative assessments. The study indicated positive relation of DDIM with enhanced learning of students in sentence structure, grammar and vocabulary. It further highlighted the need of defined criteria to evaluate English writing skills of non-native speakers.

Keywords: Non-native learners, Data Driven, Instructional Methodology, Formative Assessment