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Title:	Writing strategy instruction to improve Bangladeshi EFL tertiary learners' writing performance
Authors:	Shah Mohammad Sanaul Karim (P64136)
Supervisor:	Tg. Nor Rizan Tg. Muhammad Maasum, Assoc. Prof. Dr.
Keywords:	Vocabulary -- Study and teaching English language -- Study and teaching -- Foreign speakers Vocabulary Universiti Kebangsaan Malaysia -- Dissertations Dissertations, Academic -- Malaysia
Issue Date:	24-Jul-2019
Description:	Writing is one of the most difficult skills of the English language especially for English as a Foreign Language (EFL) learners. Existing literatures and teachers' comments indicate writing problems of the Bangladeshi EFL learners and absence of writing strategy instruction. Providing the learners with a writing strategy instruction to help them handle the writing problems in terms of rhetorical organizational and language aspects in three types of paragraph - listing paragraph, comparison-contrast paragraph and cause-effect paragraph is the aim of this study. The study adopted an experimental case study approach involving 43 undergraduate EFL learners in the department of English Language and Literature in International Islamic University Chittagong, Bangladesh. Data were gathered from 43 learners via questionnaires and semi-structured interviews involving six learners. The pre and post-test evaluation of the three types of paragraphs were included. The writing strategy instruction for teaching the three types of paragraphs continued for 46 hours. During the writing strategy instruction procedure, the learners were presented the features of model paragraphs in line with product/genre approach and they conversed with each other, and shared their individual ideas with others for developing and organizing ideas in line with process approach of Badger and White (2000). The teacher played facilitating roles to check the deviation from discussion when necessary. The findings showed that the learners were able to write better paragraphs after attending writing strategy instruction. Most of the learners used features of rhetorical organization such as one paragraph, indentation, topic sentence, supporting sentences, cohesive devices, concluding signal and concluding sentence in their written paragraphs. Additionally, the post-test showed that the paragraphs were more linguistically error-free in comparison to the ones written during the pre-test. There were also fewer errors in the post-test paragraphs specifically in terms of subject-verb agreement, use of verb tenses and sentence structure, capitalization, spelling, and singular-plural. Raters' evaluation also showed higher marks for the learners in the three types of paragraphs. The findings draw attention to the advantages of writing strategy instruction for substantial gains in writing performance in terms of the features of rhetorical organization, language aspects and assessment scores for writing in the teaching of paragraph writing in the EFL classroom.,'Certification of Masters/Doctoral Thesis' is not available,Ph.D.
Pages:	316
Call Number:	PE1128.A2H334 2019 tesis
Publisher:	UKM, Bangi
Appears in Collections:	Faculty of Social Sciences and Humanities / Fakulti Sains Sosial dan Kemanusiaan

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