Improving English Spelling Skills of Grade 8 Students Through Targeted Instruction: AnAction Research Study

Abstract

This study was carried out during teaching practicum of BS Education program. The goal of this action research was to improve the English spelling skills of grade 8 female students by addressing and reducing their spelling challenges. The main objectives of this study were to identify and report common types of spelling errors made by grade 8 students, to improve English spelling errors by using the drill and practice, and to use audio-visual aids and student-centered activities to help students reduce their spelling errors. An action research design was used to help students improve their spelling skills. Whole class served as a sample and 28 female students of grade 8 from SOS school Mansehra were included. Written assessments were used to collect data in order to identify spelling errors. A five-weeks action plan was implemented that included drill and practice, visual aids, and student centered activities. Students showed a remarkable improvement in their spelling skills after 5 weeks intervention. The results showed a considerable decrease in homophone usage error, vowel confusion, phonetic-based errors, double-letter errors, and silent-letter errors. Students showed higher confidence in their ability to write in English and also improved their spelling accuracy in their written assignments. According to this study finding, students' spelling skills can be enhanced in a shorter period by combining drill and practice with visual strategies and student-cantered learning in an organized manner. It is recommended that multiple spelling teaching activities be regularly integrated into middle school English classes to strengthen students’ spelling skills which lead to foundational writing skills.