This article reports a 12-week and 10-minute instruction of handwriting English letters and its effects. The participants were 43 sixth graders from two classes in a public elementary school. The instruction was designed on the basis of the analysis of students’ weaknesses in writing and was carried out mainly with language-use activities (not mechanical drills). It consisted of three stages: Stage 1 focused on sounds of letters, the alphabetical order, and letters in four lines; Stage 2 contained teaching capital letters with the emphasis on their differences from small letters; and Stage 3 focused on teaching small letters. The results showed that while one class improved in writing capital letters, the other did not; both classes performed better on the small letter post-test; most of the participants considered the instruction to be fun and stated that they had the feelings of accomplishment; and the teacher realized that the use of language activities and careful presentations of letters were important. These results suggest that the instruction was effective. Finally, several limitations were pointed out.
https://ror.org/0244rem06 
