The use of Cognitive Writing Processes in Composition Writing in English among secondary school Students in Likuyani Sub- County- Kakamega County, Kenya

Abstract

The purpose of this study was to examine the use of cognitive writing processes in composition writing in English Language among secondary school students in Likuyani District-Kakamega County, Kenya. The objectives were: To determine planning strategies awareness by secondary school learners for composition writing; to establish translating strategies awareness by secondary school learners for composition writing; to investigate reviewing strategies awareness by secondary school learners for composition writing; and to explore how secondary school learners use planning, translating and reviewing strategies in composition writing. The study was based on the ‘Cognitive Process Theory of Writing’ by Flower and Hayes, who used this model to observe the processes that writers employ during the act of composition writing. The researchers reported that during composing, there is a high interaction of cognitive processes that a writer employs. These are basic thinking processes and sub- processes such as planning, translating, and reviewing, which can occur at any time during the composing process. The appropriate orchestration of these cognitive processes is responsible for quality or poor written text. The study employed a descriptive research design. The study was conducted in 8 schools out of 26 public secondary schools in Likuyani Sub-County, Kakamega County. Respondents were 200 form four students taking English language as a subject. Simple random sampling techniques and purposive sampling techniques were used in drawing a study sample. A written task and a students` questionnaire were used to collect data. Both close-ended and open-ended questions were used. The data collected in this study was analyzed using descriptive statistical techniques, (frequencies, and percentages), and presented in figures, tables and thematically in prose. The study revealed that, majority of learners are unable to effectively use cognitive writing processes in composition writing due to lack of awareness of the strategies that facilitate the development of these processes. The study recommends that teachers should explicitly teach learners the use of planning, translating, and reviewing strategies in composition writing, which are effective in facilitating these processes. Learners should be exposed to plenty of practice in the use of these strategies in composition writing, in order to sharpen their ability to use cognitive writing processes. Course- material developers should design course materials that incorporate teaching and learning activities that enhance the development of learners` cognitive writing processes in the teaching of composition writing. The overall beneficiaries of the study findings are: Teachers and learners of English Language, Instructional Material Developers, and Curriculum Planners.