Design and development of expository writing learning module (WALTZ) for ESL secondary school pupils

Abstract

Expository writing presents challenges for English as a Second Language (ESL) learners, especially those struggling with language proficiency and the writing process, as it involves investigating an idea, evaluating evidence, and presenting a clear, detailed argument. Underpinning Social Constructivism Theory (SCT), this research aims to develop a prototyped expository writing learning module (WALTZ – Write Together, Align Ideas, Link Contribution, Team Discussion, Zone of Collaboration), with a central theme of “People and Culture”, to enhance the expository writing skills of ESL learners. The development of this prototyped module was grounded on the Sidek’s Module Development Model (SMDM), which involved three phases: 1) the needs analysis, 2) design and development phases, and 3) pilot testing phase. The findings from the needs analysis from 68 ESL learners and eight English teachers highlighted common difficulties in expository essay writing, which include appropriate vocabulary use, effective idea connection, incorporation of examples and well-organised paragraph construction. This prototyped module, integrated by several approaches including Teaching-Learning Cycle, Process-based Writing, Familiarisation and Guided Writing, incorporates vocabulary enhancement activities, guidance on the effective use of logical connectors and paragraph development practices. It underwent its first content validity process by two experts, which led to minor amendments during its second phase. The third phase of SMDM, a pilot test was conducted with 93 Form Four ESL learner to test the module’s reliability and second content validation process by seven experts was performed to ensure its validity. The findings showed high reliability and validity, which indicate high usability and acceptance. The integration of SCT in this module facilitated the mastery of expository writing skills, which makes learning more learner-centered. Moreover, WALTZ proved beneficial for teachers in teaching writing skills systematically, stimulating learners’ interests and promoting idea sharing and feedback among learners. Therefore, the continued integration of collaborative writing in English lessons is essential for significantly improving learners’ writing proficiency, making learning more engaging while providing teachers with supplementary materials for teaching-learning of writing expository essays.