Exploring Second Language Writing Instruction: Development and Validation of a Questionnaire

Abstract

Current research highlights the problem of low learning outcomes in government schools in India, where students struggle with basic literacy despite years of schooling. In addition to challenges with reading and writing in their first language (L1), writing skills in English as a second language (L2) remain particularly underdeveloped. Part of this issue is attributed to teaching methods that rely heavily on rote memorisation and passive learning. However, there is a lack of quantitative tools to measure L2 writing instruction. This chapter investigates the development and validation of a questionnaire aimed at understanding the teaching of writing skills in English to students in a government school in New Delhi. Content validity, face validity, and internal consistency of the questionnaire were established. The results demonstrate that this is a reliable tool for researchers and educators aiming to understand and improve L2 writing instruction, particularly with students of eighth grade in Delhi government schools, with further validation recommended for broader applicability.