A QUASI-EXPERIMENTAL STUDY ON THE EFFECTS OF A SELF-REGULATION-BASED ESL WRITING INSTRUCTIONAL MODULE ON MALAYSIAN SECONDARY SCHOOL STUDENTS’ ESL WRITING PERFORMANCE

Self-regulation is a necessary component of developing skilled writers. Self-regulation, on the other hand, is rarely discussed in Malaysian ESL contexts, particularly in terms of ESL writing. This quasi-experimental study evaluated an ESL writing instructional module based on self-regulation with the goal of improving secondary school students' narrative writing. This study, which was conducted as part of a larger study, presented the results of the pilot study. The findings indicated statistically significant improvements in the students' overall writing performance and in each of the four components of writing, namely content, communicative appropriateness, organisation, and language. The findings indicated that the self-regulation-based writing instructional module was effective at improving students' overall writing performance and performance in each of the four writing aspects. Future studies should include a larger sample size, extend the duration of the intervention, and investigate additional variables such as gender and level of proficiency.

PROCESS-BASED FLIPPED CLASSROOM IN THE TEACHING OF ESL WRITING

The English language is one of the most important language in the world the fact that it is considered as a universal language by the fact that how much it is used in peoples communication accord the world. Not everyone in the world certainly speaks fluently in English, but the fact that it is widely used wherever we are whether locally or even travelling in the foreign countries. Out of the four skills of language acquiring writing skill is undeniably the hardest skill to be taught and learnt in classroom with a short time constraint in a school day, which is one of the reasons that it is always to be given as a homework for students to do at their home. However, the writing product written by learner is fairly disappointing and does not seem to correlate with their abilities in some other language abilities. Thus, this paper will be discussing about Flipped Classroom Approach and Process-based Approach would help in enhancing students writing performance respectively. This SLR paper are using few inclusions in order to retrieve related articles using the right keywords. At the end of this paper, authors will proposed a combination of the two approaches using the post-method pedagogy.

Challenges of Implementing Technology in ESL Writing Classrooms: A Case Study

The present study aimed to investigate the challenges and barriers encountered by ESL teachers when they implement technological tools in writing classroom. It also explored teachers’ perceptions towards integrating technology in writing classroom. The study involved observing a number of writing classes from different levels at an English Language Institute at a southwestern university in the United States. Next, an interview was conducted with one of the observed teachers to enquire about implementing technology in the classroom and reasons behind possible challenges. The study revealed some challenges that hindered or prevented teachers from applying technology in writing classroom. Such challenges were technical problems, students’ attitudes towards using technology, lack of time, lack of computers and other devices, and lack of technical support. Moreover, the study showed that teachers had positive perceptions toward using technology to facilitate teaching process. Pedagogical implications and solutions to overcome technical issues are provided for ESL/EFL writing teachers and policy makers.

Teacher Electronic Written Corrective Feedback, Trends and Future Directions

The past two decades witnessed increased attention in the role of Written Corrective Feedback (WCF) in improving the English as a second language(ESL) students’ written linguistic accuracy. Several methods were suggested, including the use of the electronic means of providing corrective feedback. The electronic methods proved to be effective despite the limited numbers and contexts. However, the extent of these studies is still unknown. Furthermore, no comprehensive review of the studies had been conducted to date. This systematic literature review will identify and classify the research on providing ESL teachers with Electronic Written Corrective Feedback (EWCF). A survey of several experimental and analytical studies that focused on testing the effect of different methods of EWCF on ESL students was conducted, covering the period between 2006 and 2020. Two major groups of studies emerged from this research, and several gaps were identified. The research concluded with several recommendations regarding the potential tracks for future research on EWCF. The current research will serve as a guideline for ESL writing practitioners and researchers on future teacher corrective feedback in second language writing.

K-12 ESL Writing Instruction: A Review of Research on Pedagogical Challenges and Strategies

Writing is an important early literacy skill for English as a Second Language (ESL) students’ academic success, underlining the importance of effective ESL writing instruction at the K-12 level. However, there is little empirical research on ESL writing instruction in school settings. The goal of this systematic literature review is to examine the extant empirical evidence of the challenges teachers encounter in teaching ESL writing and the strategies that can be adopted to help teachers overcome the challenges. Our search yielded 49 peer-reviewed journal articles and book chapters published between 2010-2019. A content analysis (Stan, 2009) of these materials indicated that teachers encounter the following challenges in teaching K-12 ESL writing: (a) lack of pre-service training in ESL writing, (b) lack of writing pedagogy skills, (c) lack of time, (d) lack of professional development opportunities, (e) standardized tests, and (f) unique L1 influences on L2 students’ text production. The content analysis also revealed the following strategies that can be recommended for addressing these challenges: (a) incorporating an ESL writing course into teacher education programs, (b) creating opportunities for writing pedagogy support by mentor teachers and researchers, (c) incorporating integrated skills development in the writing classroom, (d) providing students with opportunities to write more, (e) adopting explicit writing instruction, and (f) creating professional development opportunities for teachers. Based on our findings, we discuss implications and recommendations for ESL writing instruction in K-12 schools.

Towards a More Effective Second Language Writing Pedagogy: Using Task-based Reading to Develop Writing Skills of ESL Learners

The connection between reading and writing has been acknowledged since long and explored through comprehension-based learning activities but not investigated substantially through empirical research into task-based reading activities. This study was carried out to explore the link between task-based reading activities and improvement in ESL writing. The study was prompted by the need to inculcate the maximum level of writing proficiency in a limited time available for instruction in a 4 month semester. We experimented with introducing task-based critical reading to explore its impact on the ESL writing proficiency of Pakistani ESL learners at the undergraduate level with Computer Science as their major. Analyzing students’ pre-test and post-test scores using Wilcoxon signed-rank test and t-test revealed a significant improvement in the overall writing proficiency, content, organization, sentence structure (SS), grammar, punctuation, and spelling (GPS) of students. The findings have important pedagogical implications for improving the learners’ writing proficiency by integrating task-based reading activities in ESL teaching. The article also suggests some of the tasks that teachers can associate with reading in classrooms. It recommends making authentic reading material part of the ESL syllabus everywhere in the world in order to equip learners with better writing skills essential for success in all subjects, higher studies, and research. Keywords: Task-based language learning; proficiency; motivation; schemata; fluency; process-oriented approach; second language writing development

Reflective Writing on an ESL Writing Course

Research shows that student reflective writing is a valuable window into student learning, particularly student metacognition; however, our knowledge of the challenges of accessing metacognition to inform curriculum design and assessment practices in the ESL (English as a Second Language) context is less robust. This paper reports two qualitative studies of student reflective writing on an ESL writing course within a teacher education programme. The studies investigate how student metacognition manifests itself in reflective papers and how mapping student metacognition can inform evidence-based curriculum design and assessment. The data comes from several iterations of an ESL writing course and is analysed using directed and conventional content analyses. Our results expose a complex relation between metacognition, curriculum design and assessment practices: 1) unless scaffolded by the curriculum design to use precise terminology, students resort to expressing their understanding of the course content in terms of everyday, vernacular language and 2) student reflective writing not only provides a more nuanced picture of their learning than the final course grades but is invaluable for developing scaffolding and assessment practices. Based on our results, we recommend integrating structured reflection as part of the regular curricula to gauge ESL student metacognition and monitor more precisely their uptake of course content.

Teacher Electronic Written Corrective Feedback, Trends and Future Directions

The past two decades witnessed increased attention in the role of Written Corrective Feedback (WCF) in improving the English as a second language(ESL) students’ written linguistic accuracy. Several methods were suggested, including the use of the electronic means of providing corrective feedback. The electronic methods proved to be effective despite the limited numbers and contexts. However, the extent of these studies is still unknown. Furthermore, no comprehensive review of the studies had been conducted to date. This systematic literature review will identify and classify the research on providing ESL teachers with Electronic Written Corrective Feedback (EWCF). A survey of several experimental and analytical studies that focused on testing the effect of different methods of EWCF on ESL students was conducted, covering the period between 2006 and 2020. Two major groups of studies emerged from this research, and several gaps were identified. The research concluded with several recommendations regarding the potential tracks for future research on EWCF. The current research will serve as a guideline for ESL writing practitioners and researchers on future teacher corrective feedback in second language writing.

The Effects of Utilizing Telegram App to Enhance Students’ ESL Writing Skills

Mobile learning provides students to learn anywhere without the need of physical classroom. The main objective of this study is to investigate whether the utilization of Telegram app can enhance students’ ESL writing skills. The second objective is to investigate whether the utilization of Telegram app can enhance students’ perceptions towards ESL writing skills. Quasi-experimental one group pre-test post-test design was employed in this study. The students from the experimental group were given a pre-test (descriptive writing test) via Telegram app and their essays were marked by their teacher. The experiment lasted four weeks, and students were taught ESL writing skills using the Telegram app during that time. After the intervention a post-test was administered. This study used two types of instruments, pre- test, post-tests and a questionnaire. The data from the pre-test and post-test were analyzed using the paired sample t-test, and the questionnaire was analyzed using descriptive statistics. This study shows some interesting findings. Firstly, the results indicate that the utilization of Telegram app enhances students’ performance in their overall ESL writing; spelling, punctuation, organization, vocabulary, grammar, content quality and creativity. In addition, students’ perceptions towards ESL writing skills enhanced significantly. This study has effective pedagogical implication because utilization of Telegram app helps to improve students’ writing skills. Furthermore, the findings suggest that ESL teachers can use Telegram app as an alternative method in teaching writing skills.