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All Rights Reserved. [URL:](URL: www.aessweb.com)[ ](URL: www.aessweb.com)[www.aessweb.com](URL: www.aessweb.com)  \nGROUNDED THEORY RESEARCH: TEACHING FOR MASTERY IN WRITING ABILITY AS A SKILL  \nDavid BLASCO Ming Chuan University, Taipei, Taiwan.  \nABSTRACT  \nArticle History  \nReceived: 16 November 2020  \nRevised: 18 December 2020  \nAccepted: 4 January 2021  \nPublished: 25 January 2021  \nKeywords  \nGrounded theory Pedagogy skills Questioning strategies Individual characteristics Resilience.  \nThe purpose of this study was to investigate the needs of students to improve their ability in writing essays in English. One hundred and three students were surveyed after three months after starting classes on fall semester of 2020. A qualitative research approach based on Grounded Theory was used throughout the research process. The data analysis gave rise to a process leading to a core category which shows how students can reach a higher level of writing ability as a skill. Three different categories were identified as being important for gaining a writing ability as a skill, namely, the teacher pedagogy skills, questioning strategies and individual characteristics. Instructors should organize lessons in small steps to achieve a learning goal. At the same time, they have to make sure students comprehend not only directions of learning activities but also the concepts they are working on. In addition, educators must support and encourage to each student by showing warm feelings and focusing on helping student to maintain a satisfying flow of communicative competency. If these requirements were met, students’ ability in writing essays would be increased. Writing as a skill can be reached when students feel that they are treated fairly, with patience and attention. Instructors should be aware of these needs and should treat students as individuals and thus to help them to achieve higher levels of competency.  \nContribution/ Originality: This study contributes to the existing literature by investigating students’ insights to improve their mastery in writing ability as a skill in Taiwan.  \n1. INTRODUCTION  \nThe researcher found only one research related to College students’ writing self-efficacy conducted in China (Sun & Wang, 2020) . Although Teng (2020) wrote that universities’ responsibility is to help students develop the ability to cope with academic and social difficulties they may encounter in their lives, there is a scarcity of research related to self-efficacy in china and academic research on this topic is still in demand in Taiwan. In order to fill this important gap in educational research, the present research aimed to define the qualities teachers must possess to improve his students’ writing ability as a skill. This study found that a theory triangulating pedagogical tasks, questioning strategies and individual characteristics are essential factors to help students become resilient and successful writers.  \n2. LITERATURE REVIEW  \nFirst and foremost, what is generally understood by “students’ writing ability as a skill”? Bandura (1993) explained that intellectual skill and intellectual aptitude will differ students on how they perceive and manage their self-efficacy. Students’ resilience was fostered when they had a conception of ability as an acquired skill. On the other hand, students’ perceived sense of ability decreased when they view ability as an intellectual aptitude. When students reflect on their study as an intellectual aptitude to perform a written activity they develop a belief that their aptitude is quite low. Therefore, they should change minds into viewing their ability as a skill that must be developed and practiced to achieve higher attainments. According to Teng (2020) the Taiwanese educational system brings too much emphasis on “credentialism”. The writer si","cbCairDuXkeVXVqk","https://ap.wps.com/l/cbCairDuXkeVXVqk","pdf",312313,12,"English","# Introduction\n# Literature Review\n## Teacher’s Implementation of Pedagogical Tasks","[{\"question\":\"What was the purpose of the study?\",\"answer\":\"To investigate students’ needs for improving their ability to write English essays, framed as a skill to be mastered.\"},{\"question\":\"What research method and data source were used?\",\"answer\":\"A qualitative research approach based on Grounded Theory was used, supported by surveys of 103 students after three months of classes.\"},{\"question\":\"Which factors were identified as important for improving writing ability?\",\"answer\":\"Teacher pedagogy skills, questioning strategies, and individual characteristics were identified as important categories.\"}]","Grounded Theory Research - Teaching for Mastery in Writing Ability as a Skill | PDF",1792073335]