1. UKM Learning and Research Repository
2. Master Thesis / Tesis Master
3. Faculty of Education / Fakulti Pendidikan

Title:	Writing strategies of form four ESL students in a Malaysian secondary school
Authors:	Mazlin binti Murat (P54033)
Supervisor:	Nooreiny Maarof, Professor Dr.
Keywords:	Writing ESL students Malaysian Secondary school English language -- Textbooks for foreign speakers
Issue Date:	Jul-2013
Description:	Writing is a great challenge whether performed in the mother tongue or in a second or foreign language (L2/FL). Many studies in L2 writing have shown that writing is a complex cognitive activity comprising a number of processes which includes the use of various strategies. This descriptive survey study aimed to determine the writing strategies most frequently used by 200 form four intermediate and low proficiency ESL students in a secondary school in Selangor. The study also aimed to identify any significant differences in the strategies used during the three stages of writing among students of different proficiency levels, the correlation between writing strategies and their writing achievement, and the correlation between writing strategies and the students’ attitude toward writing. The study also identified factors which influenced writing strategies used and the writing achievement. The subjects were identified through cluster and systematic sampling. The 3-part study began with a writing test conducted to measure writing achievement. A 5-item Likert-type Writing Strategy Questionnaire was used to determine the strategies that the subjects find useful and effective to use when writing essays. Semi-structured interviews were carried out with six ESL students to gather information on writing strategies used and factors which influence the use of writing strategies among students. Descriptive statistics were used to determine the types of writing strategies most frequently used. Inferential analysis, multivariate analysis of variance (MANOVA) was used to determine the differences in writing strategies used at different stages of writing between the two groups of subjects. Pearson Correlation test was conducted to determine the correlation between writing strategies and writing achievement and, writing strategies and writing attitude. Data indicate that the ESL students were moderate users of writing strategies. The most frequently used strategies were the while-writing strategies whereas the revising and editing strategies were least used. There was a significant difference in the use of revising and editing strategies between the intermediate and low proficiency students. There was a positive, small strength relationship between writing test score and overall writing strategies employed by students. It was found that the use of revising and editing strategies positively correlated with writing achievement. There was a significant correlation between writing strategies used and students’ attitude towards writing. The findings indicated that positive attitude towards writing could contribute to a higher frequency of strategies used in essay writing. Three salient factors which seemed to affect the use of writing strategies among students and also their achievement in writing essays in English include writing instruction i.e. the way writing was taught in ESL classroom, the students’ attitude towards writing, and their reading and writing frequency.One implication of the study is that students need to be encouraged to use various strategies to improve their writing. It is thus important that strategy training be provided to ESL students to help them write successfully in the target language. Positive attitude towards writing are likely to maintain when students see how strategies can help improve their writing.,Master/Sarjana
Pages:	196
Call Number:	PE1128.M359 2013
Publisher:	UKM, Bangi
Appears in Collections:	Faculty of Education / Fakulti Pendidikan

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