A Case Study on the ESL Upper Secondary Level Students Views in Engaging with Online Writing Lessons Conducted Via Google Classroom

2021 ◽  
Vol 8 (2) ◽  
pp. 93-114
Author(s):  
Hemamalini Shelvam ◽  
Aireen Aina Bahari Aireen Aina
Keyword(s):  
Second Language ◽  
Secondary Students ◽  
Writing Skills ◽  
English As Second Language ◽  
Online Writing ◽  
Learning Platform ◽  
Interview Session ◽  
Writing Class ◽  
Upper Secondary

Most of the researchers and experts are prompted to investigate why English as second language students (ESL) are running out of radar during their online classes especially for writing lesson conducted via Google Classroom. In order rectify the issues, the researchers of this study, wanted to find out how English as second language learners (ESL) secondary school students experienced about participating in online writing classes delivered via Google Classroom. This research focuses on the three upper level secondary students at SMK Batu Gajah in Perak. The students were introduced to the advantages of engaging with online writing class via Google Classroom, especially during this pandemic, to improve their writing ability, which can be measured, as it is the most difficult skill for students to master. This study is important for upper secondary students to enhance their writing skills before sitting for their Sijil Pelajaran Malaysia (SPM) exam. As it is a case study, the interview sessions were accomplished via Google Meet with the learners at various times to maintain the validity and reliability of the instrument. The recorded interview sessions were then transcribed after the interview session. The researcher judiciously categorised and analysed the relevant key notes that strongly support the research questions in order to jot down the findings. The findings clearly show that all of the students are enthusiastic about their participation in a writing class facilitated via Google Meet during the COVID-19 pandemic. Finally, the students believed that Google Classroom has improved their writing abilities to some extent, despite some difficulties in familiarising with the new learning platform. However, the students mentioned that Google Classroom, the new teaching and learning platform, had boosted their motivation to improve their writing skills.

scholarly journals EFL Textbook Analysis: A Case Study

2012 ◽  
Vol 14 (3) ◽  
pp. 27 ◽  
Author(s):  
Harison Mohd Sidek
Keyword(s):  
Instructional Design ◽  
Secondary Students ◽  
Grade Level ◽  
Textbook Analysis ◽  
Secondary Curriculum ◽  
Upper Secondary ◽  
Below Grade Level

The purpose of the present study was to determine how well Malaysian EFL Secondary Curriculum prepares upper secondary students for tertiary reading in English. This study is explorative in nature. The data for this study were acquired from a Malaysian national EFL upper secondary textbook. The data were in the form of comprehension reading passages in the selected EFL textbook. In this case study, reading instructional design in the EFL textbook was analyzed in terms of types and the grade-level length of passages used in the textbook. The findings show that reading instructional design in the EFL textbook significantly emphasizes the use of narrative passages with the majority of the passages being below grade-level texts.

scholarly journals Carrot or stick?: an investigation into motivation orientations in learning English among Hong Kong Chinese students

2010 ◽  
Vol 10 (1) ◽  
pp. 71-87
Author(s):  
Ruth Wong
Keyword(s):  
Second Language ◽  
Hong Kong ◽  
Intrinsic Motivation ◽  
Secondary Students ◽  
Chinese Students ◽  
Theoretical Framework ◽  
Hong Kong Chinese ◽  
Student Groups ◽  
Upper Secondary ◽  
Learning English

This paper publishes the results of a study of Hong Kong Chinese upper secondary students (Form 4 and Form 6) regarding their motivation orientations for learning English. The study analysed male and females student groups using Gardner and Lambert's (1972) 'extrinsic and intrinsic motivation' theoretical framework in order to elicit the most revealing results from the data. Findings will have meaningful implications for pedagogy, helping educators identify strategies more appropriate to distinct Chinese-speaking second-language student groups.

scholarly journals Writing Skills Development for Graduate Studies and Career Readiness in Science and Aging Fields: A Case Study Approach

2021 ◽  
Vol 9 ◽  
Author(s):  
Amanda Stafford McRell ◽  
Betty L. Wilson ◽  
Sue E. Levkoff
Keyword(s):  
Undergraduate Students ◽  
Qualitative Interviews ◽  
Writing Skills ◽  
Underrepresented Students ◽  
Fellowship Training ◽  
Career Readiness ◽  
Graduate Studies ◽  
Study Approach ◽  
Writing Class

Increasing the number of racially and ethnically underrepresented students who pursue scientific graduate studies in programs focusing on science and aging offers an opportunity to increase the number of aging specialists while simultaneously promoting diversity in the research labor market and supporting new ideas. This case study aims to better understand how students participating in an academic preparatory program experience a writing class contextualized within (1) students' writing background and (2) students' future ambitions related to science and aging. The individually-tailored writing class was taught as a critical component of a comprehensive educational program that targets underrepresented racial and ethnic minority undergraduate students who are interested in pursuing scientific graduate studies in fields related to aging. The researchers conducted semi-structured qualitative interviews with students (n = 4) enrolled in the 24-month fellowship training program, which included participation in the writing course during the summer prior to their senior year of undergraduate education. All participants were young adult college students who identified as Black or African American and female. Using thematic coding, statements about professional writing skills were divided into four primary themes: (1) prior experiences, (2) class experiences, (3) future goals and ambitions, and (4) structural considerations. These themes suggest potential implications for effective interventions aimed to advance the writing skills and academic and career readiness of racially and ethnically diverse students entering fields of science and aging.

scholarly journals THE QUESTIONING TECHNIQUE AND ITS ROLE IN DEVELOPING THINKING SKILLS: ESPECIALLY PRODUCTIVE SKILLS (WRITING)

2020 ◽  
Vol 10 (1) ◽  
Author(s):  
Hassan Malik Faraj ◽  
Prof. Dr. Bushra Saadoon Mohammed Al- Noori
Keyword(s):  
Second Language ◽  
Secondary Students ◽  
Creative Thinking ◽  
Writing Skills ◽  
Language Barriers ◽  
Thinking Skills ◽  
T Test ◽  
Effective Technique ◽  
Writing Skill ◽  
Asking Questions

Promotion of the critical and creative thinking is a important competency from students learning a second language. it is proposed that second language barriers in writing skills may due to the lack of ideas rather than complex in lexical items and syntax. the current study attempts to check whether asking questions prior to writing will improve the secondary students studying in a school. The results that are adopted from another study, from T-test showed that sampe who received two weeks treatment demonstrated 18% improvement in their writing skill. The findings suggested that questioning technique is an effective technique in promotion students to write.

scholarly journals Interference of First Language in Secondary School Students

2019 ◽  
Vol 8 (6S3) ◽  
pp. 675-681
Keyword(s):  
Secondary School ◽  
Secondary Students ◽  
First Language ◽  
Writing Skills ◽  
Writing Strategies ◽  
L2 Acquisition ◽  
School Students ◽  
Essay Writing ◽  
Upper Secondary ◽  
Support Students

First language (L1) interference is inevitable in second language (L2) acquisition. The research was carried out to investigate types of students writing approach that relates to first language interference among upper secondary students and the level of first language interference in L2 written essays among lower secondary students in Malaysia. The participants in this research were 50 students currently studying Form Four in a state-funded school, Akademi Menara Gading, Pahang. The data was collected using the Student L1 Interference Tendency Questionnaire [SLITQ], and analysis of students’ essay writing samples. After triangulating the data, the result indicated that most students positive they have under-differentiation in their essay writing, and analysis of the student's written essays showed that there is less evidence of L1 interference. In conclusion, teachers and schools should acknowledge L1 interference in students’ writing skill and promote a variety of writing strategies to support students existing writing skills.

scholarly journals THE SKILLS OF WRITING ANSWERS TO KBAT LITERARY TEXTS USING THE METHOD OF DRILLING QUESTIONS FOR UPPER SECONDARY STUDENTS IN MAAHAD KAWALAN

2021 ◽  
Vol 6 (44) ◽  
pp. 95-110
Author(s):  
Mohd Shafie Mohamad ◽  
Rozita Radhiah Said ◽  
Azhar Md. Sabil ◽  
Mohd Mursyid Arshad
Keyword(s):  
Secondary Students ◽  
Intermediate Level ◽  
Literary Texts ◽  
School Students ◽  
Cohesive Devices ◽  
Upper Secondary ◽  
Drilling Method ◽  
Before And After ◽  
Post Test

The Bahasa Melayu question paper is divided into two papers ( Paper 1 and Paper 2), with both papers require written essay responses. The literature section is the part of the questions that students are required to answer in the Sijil Pelajaran Malaysia (SPM) exam. There are 13 marks awarded for 4 questions, two of them are questions in the form of KBAT. The aim of this study was to improve secondary school students' skills in writing KBAT answers using drill method. In addition, the researchers compared students' responses to four parts of the questions in the literature section of Bahasa Melayu Paper 2 (1103/2) before and after the drilling method. This study used a qualitative approach in the form of a case study (document analysis). In data collection, 5 classes in Maahad Control were subjected to pre-test and post-test. The study revealed that the pre-test scores of 10 students randomly taken from 5 classes, 3 of them were at the weak level and 7 students were at intermediate level. However, after 6 drilling sessions, the researcher found that the performance of the students improved in the post-test. 2 students reached an intermediate level and 8 students reached a good level in answering literature questions. This proves that students trained with drill method mastered the techniques of answer writing due to the influence of answer discussion which highlights the key words in each question. Meanwhile, teachers still need to guide students on punctuation and the use of appropriate cohesive devices in each part of the answer.

scholarly journals BARRIERS AND MOTIVATION FOR LEARNING ENGLISH: A CASE STUDY

2020 ◽  
Vol 6 (1) ◽  
Author(s):  
Nurul Izlin Mat Razi ◽  
Noor Hanim Rahmat
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Cultural Barriers ◽  
English As Second Language ◽  
Cultural Barrier ◽  
Motivation For Learning ◽  
Culture And Language ◽  
Learning English

In countries where learning English as a Second Language (ESL) is made compulsory, yet it is actually a foreign language to many learners, problems occur among learners. Language is the reflection of culture itself as the language can shape the society. Problems in language learning may occur due to several barriers. Firstly, cultural barrier is one of the barriers that is difficult to resolve. The barriers may influence the motivations to learn. The aim of this study is to investigate cultural barriers and motivation issues that might influence the process of learning English. 69 respondents participated in this quantitative study. The instrument used is a survey and it has 3 parts; 1) demographic profile, 2) culture and language learning and 3) motivation and language learning. Findings reveal that cultural barriers and motivational issues do have influence on learners’ language learning. Findings of this study bear interesting implications towards the teaching and learning of English as second language. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0629/a.php" alt="Hit counter" /></p>

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