Résumé:
Over the years, there has been a gradual shift from traditional language teaching to more
individualized, student-centered learning through a variety of methods. This study aims to
investigate the potential of the Montessori Method in enhancing English pupils’ writing
performance at middle school level in Algeria since it has never been implemented at this level before. A mixed-method research was conducted in Ayach Brahim Middle School, Stidia, Mostaganem during the academic year 2022-2023 in order to gain an in-depth understanding of the significance of the Montessori Method in enhancing pupils’ writing skills. The study included a total of 99 pupils aged between 11 to 13 years old. Various research instruments were used to collect data, namely a structured observation which was conducted with the teacher and her pupils to observe the method she was using for teaching. The document analysis gathered data from 33 learners to investigate their writing shortcomings, and an experiment was conducted with two classes: one as an experimental group and another as a control group to compare the traditional and
the Montessori class level of writing. Pre-test and post-test were conducted at the beginning and end of the research. Moreover, formative assessment was conducted to analyse the data that was collected from the investigation. Findings of this research demonstrated that the Montessori Method can be an effective teaching method which tends to have a positive impact on English pupils’ writing performance, enabling the participants to differentiate between grammar rules, and memorizing the correct writing of new terms. Findings of this research should not only encourage teachers to use this method with confidence, but could also set the foundations for the Montessori Method becoming more widely used in middle school settings for teaching writing.
