Structural interpretive m-learning implementation model for ESL writing in secondary schools

Abstract

This study examined the ongoing challenges in English language proficiency among Malaysian secondary school students, despite significant governmental investments exceeding RM 6 billion. Traditional pedagogical approaches, characterized by rote learning and overcrowded classrooms, have proven inadequate in fostering students' writing skills. To address these deficiencies, this research proposed an innovative integration of mobile learning (m-learning) into English as a Second Language (ESL) writing instruction. Employing a Design and Developmental Research (DDR) methodology, the study was conducted in three phases: Needs Analysis, Design and Development, and Usability. During the Needs Analysis phase, comprehensive interviews with ESL teachers and students, along with document analysis, highlighted the critical necessity for a customized m-learning model to enhance writing pedagogy. In the Design and Development phase, the Nominal Group Technique (NGT) and Interpretive Structural Modelling (ISM) were utilized to identify and structure 26 key pedagogical elements across three domains. These elements were further refined and validated through expert input. The final Usability phase employed the Fuzzy Delphi Method (FDM) to confirm the model's applicability and practicality for secondary school implementation. The findings demonstrated that, through expert opinions and justifications, a Structural Interpretive M-Learning Implementation Model for ESL Writing in Secondary Schools was successfully designed and developed. The expert validation process affirmed the model's relevance and usability, establishing it as a robust framework for integrating digital learning tools into ESL education. This research contributes to the academic field by offering a contextually adapted and empirically validated model with the potential to transform ESL writing instruction in Malaysia and similar educational contexts.