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Title:	Teacher's assistance in developing rural learners' writing skills and writing self-efficacy: a case study
Authors:	Ilyana Jalaluddin (P42821)
Supervisor:	Melor Md Yunus, Dr.
Keywords:	Teacher's assistance Developing rural learners Rural learner's writing skills Rural learner's writing self-efficacy English language--Writing--Study and teaching (Secondary)
Issue Date:	10-Jun-2011
Description:	This study adopted a case study approach where three learners and a teacher were chosen from a Form Four class at a rural school through purposive sampling. Firstly, this study aims to investigate the level of rural area learners' writing proficiency and writing self-efficacy level. The writing proficiency level was gauged/measured based on scores from seven essays evaluated using the holistic marking scheme supported with interviews data. Meanwhile, the learners writing self-efficacy was evaluated using the scores obtained from writing self-efficacy (WSE) questionnaire adapted from Bottomley, Henk and Melnick (1998), and also through non-participant classroom observations. Secondly, this study aims to explore the rural area learners writing skills and writing self-efficacy after assistances were given by the teacher. The findings show that the teacher assisted the students through five different ways which were prompting questions, giving comments for further improvement, giving suggestions or answers for correction, giving clues, and providing individual face-to-face discussion. To determine how these five assistances affect the learners writing skills, four essays were selected and the scores show that they improved in terms of vocabularies, language components and content development depending on the assistances provided by the teacher. The learners writing self-efficacy level was measured based on the classroom observations using the guidelines adapted from Wang and Pape (2007). This was supported with interviews and the WSE scores to further understand the participants self-efficacy phenomena in their learning to write. The findings show that learners writing self-efficacy changed depending on the type of assistance given. Based on the findings from this study, two theoretical implications were discussed which are i) the reciprocal relationship of cognitive and behavioural engagement, and ii) the inclusion of teacher's assistance components to the self-efficacy framework. Both of these implications had become the additional components to the existing framework which was proposed by Linnenbrink and Pintrich (2003). Apart from that, the combination of qualitative and quantitative methods in analysing self-efficacy has enabled a more comprehensive way to explore a self-efficacy development.,PhD
Pages:	484
Call Number:	PE1074.7 .I458 2012
Publisher:	UKM, Bangi
Appears in Collections:	Faculty of Education / Fakulti Pendidikan

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