ARCHIVES

VOL. 8, ISSUE 1 (2026)

Improving writing fluency of grade V students of Rubesa Primary School in English through collaborative writing strategies

Authors

Kencho Wangdi

Abstract

This action research explores the impact of collaborative writing strategies on the English writing fluency of 17 Grade V students at Rubesa Primary School in Wangdue Phodrang Dzongkhag, Bhutan. The students struggled with writing fluency despite their eagerness to write, exhibiting slow pace, limited vocabulary, grammatical errors, and poor confidence. Over six weeks, the study implemented three collaborative writing strategies: Class Shared Writing, Pair and Share Journal Writing, and Jigsaw Writing. Data collection included baseline and post-data document analysis, pre- and post-tests, and a post-survey. Quantitative analysis revealed significant improvements in writers' confidence, speed, and perceived writing quality. Qualitative analysis showed increased vocabulary use, better paragraph organization, and more complex sentence structures. Students enjoyed working with peers and valued classmate feedback. The study demonstrates that collaborative writing fosters fluency development without anxiety for young English language learners. The findings suggest embedding structured peer-to-peer collaborative writing and scaffolding into daily teaching practice can enhance linguistic competence and learner confidence in rural Bhutanese classrooms.

Download

Pages:3-8

How to cite this article:

Kencho Wangdi "Improving writing fluency of grade V students of Rubesa Primary School in English through collaborative writing strategies". International Journal of Educational Research and Studies, Vol 8, Issue 1, 2026, Pages 3-8

Download Author Certificate

Please enter the email address corresponding to this article submission to download your certificate.