The substitution of visual aids in the place of writing prevents students from strengthening their composition skills as well as their thought process. In the abstract of an essay by Kim Tae-Eun entitled, “Writing instruction for English language learners: teacher beliefs, writing tasks, and methods,” Tae-Eun takes a look at two classrooms, one for second-grade ESL students and one for third-grade ESL students. Tar-Eun explains that “The second-grade ESL teacher showed reliance on transcription-oriented writing activities with relatively little use of composition-oriented activities,” whereas the third-grade teacher used mostly composition based curriculum. The students in the second-grade class did well; however, the students in the third-grade class who focused more on activities that involved a greater demand of composition exceled greatly and came out with better writing
The substitution of visual aids in the place of writing prevents students from strengthening their composition skills as well as their thought process. In the abstract of an essay by Kim Tae-Eun entitled, “Writing instruction for English language learners: teacher beliefs, writing tasks, and methods,” Tae-Eun takes a look at two classrooms, one for second-grade ESL students and one for third-grade ESL students. Tar-Eun explains that “The second-grade ESL teacher showed reliance on transcription-oriented writing activities with relatively little use of composition-oriented activities,” whereas the third-grade teacher used mostly composition based curriculum. The students in the second-grade class did well; however, the students in the third-grade class who focused more on activities that involved a greater demand of composition exceled greatly and came out with better writing