Path of Science: International Electronic Scientific Journal

This study investigates the effectiveness of classroom activities in enhancing students' writing skills at Oludaye Grammar School, Oba Akoko, Ondo State, Nigeria. The research focuses on identifying the current writing instructional practices, the challenges students face, and the impact of specific classroom activities on students' writing proficiency. Using a mixed-method approach, the study gathered data through questionnaires, classroom observations, and document analysis of students' written compositions. Twenty Senior Secondary One (SS1) students participated in the study, representing a cross-section of the student body.

The findings reveal that essay writing is the most frequently practised and effective classroom activity, with 85% of the students favouring it as a means to improve their writing skills. However, challenges such as limited vocabulary, punctuation errors, and difficulties with grammar and self-reflection persist. Teacher’s feedback emerged as a critical factor, with 75% of the students indicating it was highly beneficial in enhancing their writing abilities.

The study concludes that while classroom activities like essay writing significantly contribute to the development of writing skills, additional focus is required on vocabulary building, grammar instruction, and self-assessment techniques. Recommendations include increasing the time allocated for writing practice, simplifying vocabulary instruction, and incorporating more collaborative writing activities to foster peer feedback and engagement. These measures aim to further improve students' writing proficiency and better prepare them for academic and professional success.

Writing Proficiency; Classroom Activities; Peer Feedback; Teacher Correction; English as a Second Language; Process-Oriented Writing

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