Abstract
The purpose of this study was to analyze the effect of the teaching principles of a trained teacher on
enhancing the subjective understanding of students’ English essay writing ability through an eclectic
approach. The aim is to ascertain how far this universal approach can help develop the English writing
skill of the students at the tertiary level. This paper employs the pretest/posttest (control and
experimental) research design. The sample includes 66 students of final year B.A. / B.Sc. (2 years) and 2
teachers in a public-sector college of Lahore, Pakistan. These students are placed in two groups; the
experimental group is taught by the trained teacher and the control group by the untrained teacher. Both
groups were handed self-assessment questionnaires at the start and end of the study. After completing the
nine-month course of teaching essay writing, independent / paired sample T-test and Hedges’ g were used
to analyze the questionnaire scores to compare for differences and similarities in the pre and postest
scenarios. Trained teachers’ methodology was assessed and it was discovered that the eclectic approach
employed by her left a positive effect on students’ overall self-perception of their English essay writing
skill.
Nargis Zaidi, Uzma Quraishi, Asma Shahid Kazi. (2019) Influence of Trained Teacher’s Pedagogy on Students’ Writing Skill, Journal of Research and Reflections in Education, Volume 13, Issue 1.
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