Impact of Contextualized Text on Students’ Learning of Writing Skills of English as Second Language for Specific Purposes at Tertiary Level

Abstract

Contextualized text means the text resulting from the local circumstances and in accordance with learners’ needs and cognition level. It also suggests that the text in use includes language, understandable to the target learners, and suits the philosophy and psychology of the learners and the society. Knowledge shifts from one to another context more successfully when the pupil understands not only the specifics but also the generalized vision—the fundamental ideology, models, and associations attained through the appliance of comprehension. True experimental design was adopted for the research to explain the relationship between dependent and independent variables. Two groups (control and experimental) were selected randomly to conduct the experiment. The independent variable of the study was Contextualized text and dependent variables were Writing Skills, Thinking Skills and Social and Ethical Development of the learners while learners’ Socioeconomic Status was taken as an attribute variable. The researcher selected simple factorial design for the study to analyze the effects of attribute variable as well on the dependent variables. Descriptive statistics was used to convert the data from mere wordy data into statistical one in order to make it measurable and statistically provable. ANOVA was used to make credible inferences from the data obtained. The findings signify that improvement in students’ learning is because of the treatment and no other factor has any effect on this.