Discovery Learning in Efl Writing: A Qualitative Study of Eighth-Grade Students’ Experiences
Keywords:
Discovery Learning, EFL Writing, Student Experiences, Qualitative StudyAbstract
This qualitative study investigates the experiences of eighth-grade students in learning English writing through the Discovery Learning approach. The research explores how this method influences students’ engagement, challenges, and skill development. Data were collected through interviews, classroom observations, and students’ written works, then analyzed thematically to capture emerging patterns. The findings indicate that Discovery Learning fosters students’ autonomy, motivation, and problem-solving skills, while also encouraging collaboration and active participation. However, challenges in grammar and vocabulary remain, suggesting the need for complementary explicit instruction. Overall, the study provides valuable insights into the effectiveness of Discovery Learning in EFL writing instruction and offers practical implications for English teachers and future researchers.
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