This paper presents an analysis of a systematic review based on the past studies published on writing approaches employed in ESL classrooms. The studies reviewed are from the year 2000 to 2019 with the total number of eighteen studies. The key aims of this systematic review is to show an empirical information formulation discovered through multiple methods in past scholarly research on writing in ESL classrooms. In this systematic study, there are two study questions to be addressed: i) What teaching methods should ESL students use to enhance writing abilities for learners? ii) How should the defined writing strategy be scheduled so that it can be efficiently applied in the ESL schools? The findings of the reviews showed that process, genre, process genre, process product and product-based approaches are employed in ESL classrooms. Process approach was mostly employed in ESL teaching of writing in secondary and tertiary level. Results also indicated that scaffolding cooperative learning and teacher and peer feedback help to improve ESL students' writing.
Teaching and learning writing skills in English as a Second language classrooms has always been an issue despite various approaches and methods employed. Studies have shown mind mapping techniques has shown a significant improvement in improving students' writing yet at the primary school level, this issue was unresolved. This study focuses on students' perceptions after employing a flow chart technique in scaffolding students narrative writing. A semi-structured interview was adopted to find out students' perception in utilizing flow chart in producing narrative writing. Prior to the interview session, the participants were scaffolded their narrative writing process by utilizing the flowchart. The finding was thematically coded into two main sections namely, the effectiveness of teaching methods and the advantage and disadvantages of the technique. The findings show the participants were satisfied and found that the technique was easy to employ and useful as it improved their achievement in narrative writing. Besides that, students admitted that the teacher's scaffolding method and collaboration among peers was effective in the intervention process.
Learning to write can be a nightmare, be it on the natives or second language. Various approaches, methods, and techniques were tested by researches to improve the writing skills of learners with multiple issues in mastering the craft. Nevertheless, the standards of writing achievements among second language learners are remarkably frustrating. In Malaysia, teaching writing to the primary school pupils is one of the biggest concerns as pupils expected to compose narratives as assessment in the public primary education. Concerning this, this research aimed to measure the effectiveness of the flow chart to improve pupils' narrative writing and to investigate pupils’ achievement levels in each narrative writing component. Besides, it identifies the pedagogical strategies that lead to the scaffolding of narrative writing. Action research carried out with 12 intervention sessions in two cycles. Each Cycle involved three stages: planning, action, and reflection. A total of 25 Year Four urban primary school pupils participated in this study. The researcher obtained the data via pre and posttest, analysis of pupils’ narrative writing, and classroom observations. The findings showed that there was a significant improvement in pupils’ posttest scores and narrative writing assessment components. This study is essential to improve narrative writing achievement and benefit teachers who teach narrative writing in primary and secondary schools to enhance pupils’ performances. Studies in the future should include pupils from rural area schools with low proficiency levels to compare the findings in employing flow chart in narrative writing.
Learning to write can be a nightmare, be it on the natives or second language. Various approaches, methods, and techniques were tested by researches to improve the writing skills of learners with multiple issues in mastering the craft. Nevertheless, the standards of writing achievements among second language learners are remarkably frustrating. In Malaysia, teaching writing to the primary school pupils is one of the biggest concerns as pupils expected to compose narratives as assessment in the public primary education. Concerning this, this research aimed to measure the effectiveness of the flow chart to improve pupils' narrative writing and to investigate pupils' achievement levels in each narrative writing component. Besides, it identifies the pedagogical strategies that lead to the scaffolding of narrative writing. Action research carried out with 12 intervention sessions in two cycles. Each Cycle involved three stages: planning, action, and reflection. A total of 25 Year Four urban primary school pupils participated in this study. The researcher obtained the data via pre and posttest, analysis of pupils' narrative writing, and classroom observations. The findings showed that there was a significant improvement in pupils' posttest scores and narrative writing assessment components. This study is essential to improve narrative writing achievement and benefit teachers who teach narrative writing in primary and secondary schools to enhance pupils' performances. Studies in the future should include pupils from rural area schools with low proficiency levels to compare the findings in employing flow chart in narrative writing.
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