The study aimed to improve students’ writing performance through REACT-based instructional materials, utilizing the ADDIE model which includes validation prior implementation phase. The contextual analysis of 32 students showed an even distribution between the proficient and less proficient threshold. In addition, the top preferred learning styles were visual, auditory, and kinesthetic. The initial contextualized IMs were divided to four modules following the REACT stages. The IMs were validated by pool of experts in ELT; hence, was initially revised prior implementation. Onsite administration of the materials for over an academic semester yielded positive results. From then 32 respondents in the first stage, one student withdrew due to valid personal reasons. 31 students’ writing scores ranged from Adequate to Exceeds Expectations in most lessons. The post-test scores also revealed an increase of proficient student-writers while only few remained developing. Despite the significant improvements in writing proficiency from the post-test and pre-test results, background knowledge and prior experience of some documents, reduced exposure due to time constraints, and technological barriers were noted as challenges by the students, and teacher-researcher. Grounded on the theory of Contextualization and Situated Learning, it can be concluded that localized resources and contextualized writing tasks effectively improved writing levels. In addition, students’ and teacher’s feedback and suggestions were highly considered in the crafting of an enhanced REACT-based teaching and learning guide for Technical Writing.

Authors:
Krizia Garingalao, Visayas State University, Philippines

About the Presenter(s)
Dr.Garingalao is an Assistant Professor handling courses in English language teaching,assessment, and literature. This year, she is working on the analysis stage in crafting a survival and essential skills materials in ELT in a region in Philippines.

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