A Process Approach in the Teaching of Writing: Saving 21st Century Learners from Writer's Block

Abdullah, Hazlina; Zain, Azni Mohamed; Wahab, Nursyuhada’ Ab; Idrus, Mohd Muzhafar; Ahmad, Mas Rynna Wati

doi:10.13189/ujer.2020.081283

Cited by 5 publications

(3 citation statements)

References 2 publications

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“…Consequently, many students were inconvenienced in communicating their ideas in written form. Abdullah et al, (2020) offered solutions to the difficulties in generating ideas by using mind mapping, simulation, role-play, and visual aids. It can be employed in various types of writing.…”

Section: Discussionmentioning

confidence: 99%

Undergraduate Students’ Perceptions towards the Process of Writing

Suprapto

Anditasari

Sitompul

et al. 2022

JELTL

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<p><em>Writing process has been proven to be an effective approach to enhance students’ writing performance. The writing process consists of pre-writing, drafting, revising, and editing. The writing process aids the students in developing ideas while writing, but it was claimed that students also face challenges during the process. Therefore, this current study aimed to investigate the students’ perceptions of the writing process and the challenges. The subjects taken were the first-year students of the English Educational program at the State University of Malang, in which 31 students of IC Writing Class were chosen. The perceptions were investigated through a survey study by distributing online questionnaires via Google Form. The questionnaire was divided into four aspects; pre-writing, drafting, revising, and editing, which aimed at exploring the students’ perceptions during the writing process and its challenges. The findings of the study showed that the students experienced difficulties in the writing process. The most challenging stages they had were the pre-writing and revising stage. The students faced challenges in generating and structuring ideas, respectively. Meanwhile, the students claimed that drafting and editing were less challenging since they followed the preceding stage. Nonetheless, the students also believed that proofreading was a complex process in the editing stage. The results of this study will be beneficial for English teachers and future researchers to vary the teaching methodology and reflect a better analysis. </em></p>

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Section: Discussionmentioning

confidence: 99%

Undergraduate Students’ Perceptions towards the Process of Writing

Suprapto

Anditasari

Sitompul

et al. 2022

JELTL

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“…This could facilitate their competency to write better in terms of accuracy, fluency, and complexity. Language students would be able to develop their cognitive and critical thinking along with the process of writing (Diana et al, 2020;Abdullah et al, 2020).…”

Section: Writing Skillmentioning

confidence: 99%

“…Based on the Graph 1 above, there are two most preferred strategies employed by the students in their writing skill, which are the cognitive and metacognitive strategies. As mentioned previously, during the writing process, students will go through a lot of mental processes as they generate and organise ideas, think critically and choose the right words to convey the ideas before putting it into words (Abdullah et al, 2020;Diana et al, 2020;Hasan, 2023). Students also employed metacognitive strategy as they plan, monitor, and evaluate their own writing, thus making it one of the most preferred strategies in their writing skills.…”

Section: Rq1 -What Is the Preferred Language Learning Strategy In Lea...mentioning

confidence: 99%

Preferred Language Learning Strategies Employed by Rural Secondary School Students in Learning English

William,

Kasim,

Sivajanam

et al. 2023

IJARPED

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English language is a global language, yet it is regarded as one of the most difficult languages. Mastering the English language has been challenging among English as second language (ESL) students despite the fact they frequently employ various language learning strategies (LLS). This study aims to investigate the most preferred choice of language learning strategies among 30 Form 5 rural secondary school students through a survey and semi-structured interview. The quantitative survey was adapted from Strategy Inventory of Language Learning (SILL) by (Oxford, 1990). The data of the survey were analysed using descriptive statistics. The findings were presented and elaborated interpretively in this study. The obtained findings showed that memory strategy was the most preferred learning strategy among students due to proficiency level in English. The students' learning styles were also closely linked to their choice of learning strategies and eventually it showed a positive impact towards their English performance. This study hopes to give an insight on how these learning strategies influence students' achievement in their English language skills.

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The relation between writer’s block and attitude towards writing

GEZMİŞ

2023

RumeliDE Dil Ve Edebiyat Araştırmaları Dergisi

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It is undeniable that many ESL students even at tertiary level often have difficulties in writing. One of these problems is writer’s block. Even though several studies claim that attitude towards writing is one of the most important affective reasons for writer’s block, there are not any studies examining the relation between writer’s block and attitude towards writing. Within this context, this study aims to identify the relation between writer’s block and attitude towards writing. The participants are the university students who are the first-year in the department of Translation and Interpretation in English at a state university in Türkiye. Writer’s Block Questionnaire developed by Rose (1984) and Writing Attitude Scale developed by Podsen (1997) were used to determine the levels of writer’s block and attitude towards writing. Quantitative techniques were used to analyze the data. At the end of the analysis, it was found that the participants had a moderate attitude towards writing as well as a moderate level of writer’s block. Pearson Correlation demonstrates that there is a weak, but not statistically significant, relation between writer’s block and attitude. This study concludes that writer’s block is a temporary stuck but attitude is more permanent and it is also a psychological and static state even though attitude may be changed as a result of new experiences. Therefore, attitude may not be a reason for writer’s block as it is a long-lasting concept and learners may have writer’s block although they have positive attitude towards writing.

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A Process Approach in the Teaching of Writing: Saving 21st Century Learners from Writer's Block

Cited by 5 publications

References 2 publications

Undergraduate Students’ Perceptions towards the Process of Writing

Undergraduate Students’ Perceptions towards the Process of Writing

Preferred Language Learning Strategies Employed by Rural Secondary School Students in Learning English

The relation between writer’s block and attitude towards writing

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