Exploring the Correlation between Senior Secondary School Students’ Attitude and Writing Skill Development in English as a Second Language in Abeokuta, Nigeria

Abstract

Writing is a productive language skill that is so technical, and presents considerable challenges
to second language learners, often resulting in poor academic performance. This study
investigated the effect of attitude on students’ performance in writing. Eighty (80) students were
randomly selected from a senior secondary school in Abeokuta. A pre-test was conducted and the
students performed poorly with a mean score of 12.51. The study employed a quasi-experimental
design, over an eight-week period involving Free Voluntary Reading (FVR), essay writing, and
continuous correction of written work. During this intervention, the students were encouraged to
read storybooks outside class, write summaries, and revise their work based on teachers' feedback.
The free reading outside the class as well as the constant writing somehow, sharpened the
students’ perception as 59.0% realized that the method was helpful. Thus, their attitude towards
writing became more enthusiastic (51.3%). The post-test assessment, statistical analysis indicated
a significant correlation (p < 0.05) between students’ improved attitudes and their post-test
writing scores (19.19). The study recommends integrating FVR and interactive writing exercises
into classroom instruction to enhance students’ attitudes and writing skills. It also underscores the
importance of teacher feedback and learner’s motivation in second language acquisition. Overall,
cultivating positive attitudes towards writing can significantly enhance learners’ academic
outcomes in ESL learning contexts.