Analyzing Perceived Writing Difficulties Through the Social Cognitive Theory

Rahmat, Noor Hanim; Arepin, Mazlen; Yunos, D Rohayu Mohd; Rahman, Sharifah Amani Syed Abdul

doi:10.20319/pijss.2017.32.14871499

Cited by 8 publications

(6 citation statements)

References 2 publications

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“…However, considering that frequent difficulty, it would probably be positive for the students, a future modification of the template for to reinforce the guide (instructions and recommendations) in all the chapters, but especially in those highlighted by the students as the most difficult (Tables 4 and 5 ). Although these difficulties are not exclusive to students of scientific areas (Maznun et al, 2017 ; Rahmat et al, 2017 ), for these students the composition strategy, seen as a “thinking” process where the writer dedicates as much attention to the content as well as to composing it, is less prevalent than in non-scientific writers (Brown, 2001 ). Here the role of the instructors is very relevant since this difficulty entails a greater margin for learning and work of this skill, which can be facilitated with adequate support.…”

Section: Discussionmentioning

confidence: 99%

Semi-guided learning tool as framework for STEM students learning: A case study for final year projects

Morales-Botello

Martínez

2022

Educ Inf Technol

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Communication and planning are skills expected among graduates. However, a skills deficit continues to be present among students. To address this problem, here we considered the final year project (FYP), a widely used way of working on skills in STEM degrees. Furthermore, we took into account recent research that highlights the importance of students' thoughts, beliefs, and emotions, in addition to characteristics such as self-efficacy or self-management within the learning process. Here a framework was designed around a semi-guided learning approach, with the aim of improving STEM students' skills and providing them with a work context that facilitates favorable behaviors and feelings associated with writing their FYP report. This framework, implemented in a Spanish university in Madrid, was designed to accomplish their work during restricted face-to-face work due to COVID-19. Through mixed-focus surveys, the perceptions of 55 students (male/female ratio = 4) were collected in relation to what the framework had provided them. The results showed that most of the students perceived improvement both in planning and written communication skills. The qualitative analysis also allowed us to determine the most common difficulties found among students, as well as benefits provided by the framework, among which they highlighted, greater efficiency in the writing process and help to ensure the quality of the FYP report. Our findings allow promoting beneficial results for STEM student and support the idea of considering the cognitive-emotional context of the student as a part of the environment in which to develop facilitating tools for learning and skills development.

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Section: Discussionmentioning

confidence: 99%

Semi-guided learning tool as framework for STEM students learning: A case study for final year projects

Morales-Botello

Martínez

2022

Educ Inf Technol

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“…The presence of negative thoughts about L2 writing or perceived difficulties regarding L2 writing had a significant impact on L2 writers’ ability to convey their ideas in writing 42 , thus influenced their writing performance. In addition to other factors, writing instructors concurred that students’ perception of difficult with EFL academic writing was a contributing factor to their poor writing performance 43 . Despited the negative influece of writing difficulty perception on writing performance, Wei and Zhang 44 found that the degree of difficulty that L2 writers perceive in L2 writing could be indicative of their awareness of the inadequacy of their L2 writing knowledge or their uncertainty about the L2 writing process.…”

Section: Literature Review and Research Modelmentioning

confidence: 96%

Configurational impact of self-regulated writing strategy, writing anxiety, and perceived writing difficulty on EFL writing performance: an fsQCA approach

Fan,

Wang

2024

Sci Rep

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Previous research has indicated that writing performance of foreign/second language (L2) learners is influenced by their utilization of self-regulated writing strategies. Yet, the relationship between various self-regulated strategies and individual characteristics, such as writing anxiety and perceived writing difficulty, has not been sufficiently examined. To bridge this gap, this study classified self-regulated writing strategies into four distinct types: cognitive, metacognitive, social behavioral, and motivational. These types were combined with L2 learners’ writing anxiety and writing difficulty to form conceptual models to predict high or low writing performance. Fuzzy-set qualitative comparative analysis (fsQCA) was used to gain a detailed understanding of the causal intricacies of writing performance. Data was collected from a sample of 94 students attending a university in eastern China. fsQCA revealed a variety of configurations associated with EFL writing performance, with six of them leading to high performance and four to low performance. These configurations highlight the complex causal relationship between students’ use of self-regulated writing strategies and their writing performance, while considering their writing anxiety and perceived writing difficulty. The study provided theoretical and practical implications for L2 teachers and educators who wish to enhance L2 learners’ writing performance.

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“…Hence, these studies propose that educators and curriculum designers should take into account the aforementioned factors when developing strategies and interventions to support ESL learners in improving their writing abilities. Even in Malaysia, recent research has explored ESL learners' writing difficulties through social cognitive theory Rahmat et al (2017) as well as the psychology of audience awareness in the writing composing process (Rahmat et al, 2018). These two studies apply psychological theories to the context of ESL learners' writing difficulties and contribute to a deeper understanding of the challenges ESL students face in the writing process and can inform strategies for improvement.…”

Section: Statement Of Problemmentioning

confidence: 99%

Exploring Writing Difficulties in the Composing Process: A Case Study of ESL Writing

Tung,

Afnizul,

Azizan

et al. 2024

IJARPED

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Writing is one of the skills alongside listening, speaking and reading that determine the ESL learners' capabilities to be proficient in English language. The skill is essential in ESL learning because it helps to facilitate the learners' expression of ideas, thoughts and emotions on a topic. However, even with a proper guidance on composing a piece of writing, it remains the most challenging skill that most ESL learners are struggling with. In order to identify the core challenges that ESL learners are facing in their writing competency, this study aims to investigate the perceptions regarding their utilisation of learning strategies to explore writing difficulties in the composing process among undergraduates at a public university in Malaysia. This study is conducted as a quantitative method and 137 participants from a public university in Malaysia responded to an online survey, administered through Google Form. The instrument used is a 5-point Likert-scale survey and rooted from Flower and Hayes (1981); Petric and Czalr (2003) which consists of 5 sections, which include: (A) respondent demographics, (B) Writing difficulties, and (C) Composing process (Before-, While-, After writing). The result of this study shows that there is a correlation between the respondents' writing difficulties during the composing process and achieving their writing goals due to their inadequate knowledge of the convention of writing in tertiary education. Based on the data obtained in this study, it could be assured that it could benefit future researchers to expand and identify other factors that influence the difficulties of writing for ESL learners.

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Analyzing Perceived Writing Difficulties Through the Social Cognitive Theory

Abstract: Writing can both be considered as social and cognitive activity. Nevertheless

Cited by 8 publications

References 2 publications

Semi-guided learning tool as framework for STEM students learning: A case study for final year projects

Semi-guided learning tool as framework for STEM students learning: A case study for final year projects

Configurational impact of self-regulated writing strategy, writing anxiety, and perceived writing difficulty on EFL writing performance: an fsQCA approach

Exploring Writing Difficulties in the Composing Process: A Case Study of ESL Writing

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