ESL Students’ Perception of Teacher’s Written Feedback Practice in Malaysian Classrooms

Saidon, Mohd Azim; Said, Nur Ehsan Mohd; Soh, Tuan Mastura Tuan; Husnin, Hazrati

doi:10.4236/ce.2018.914170

Cited by 15 publications

(28 citation statements)

References 14 publications

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“…This study is a questionnaire and the questionnaires were adapted from a previous study (Lee, 2011) and (Saidon Said, Tuan Soh, & Husnin, 2018). It was then modified to suit this study.…”

Section: Methodsmentioning

confidence: 99%

A Study on the Effectiveness of Written Feedback in Writing Tasks among Upper Secondary School Pupils

Plaindaren¹,

Shah²

2019

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This research is a study on the feedback received among upper secondary school pupils on their writing tasks in school. As it is known, English is the second language taught in schools in Malaysia. Among the four skills taught in the English classroom, the writing skill is said to be one of the most difficult skills to be acquired. There are many methods and strategies that have been carried out by teachers and pupils to make acquiring this skill easy. Giving feedback to pupils' writing task has been one of the methods used to teach writing effectively. However, this skill continues to be the most difficult and the most time consuming skill to be taught and learned. Therefore, a study was carried out among 30 pupils of SMK Abdul Rahman Talib to examine the types of feedback received by secondary school pupils and the perception of pupils towards the feedback they received. Questionnaires were distributed to pupils which consist of four sections. Respondents were required to answer all sections. The data was analysed using SPSS. Based on the data collected, the results clearly showed that the feedback received by pupils helped them improve their writing skills. Thus, this study has proven that giving feedback in writing tasks is essential for pupils and it can make the teaching and learning of the writing skill easier to be carried out. Therefore, teachers have to practice giving written feedback in pupils' writing tasks. Creative Education tween people. It is the most common feature in a community. Most countries have a particular language which is dominant. However, for multiracial countries like Malaysia, there are a variety of languages which are used in people's daily communication. Teaching English involves teaching the four main skills, namely listening, speaking, reading and writing.As it is stated above, writing is one of the language skills in learning the English language. According to Floyd et al. (2007), writing is an essential part of language learning and it is the process of encoding the words. In other words, this means how people use words in writing in order to communicate or to put into writing what they think or what they intend to say. There are many ways how people use writing to do these things such as writing journals, diaries, memo, emails, letters or even poems. It is up to the writers themselves on which way they want to express their ideas and feelings.It is important to teach all four skills in Malaysian schools as pupils in Malaysian schools sit for numerous major examinations at different levels which tests all four skills. There are at least three major examinations in Malaysia that are the Ujian Penilaian Sekolah Rendah (UPSR) at the primary level. Then, there is the Penilaian Tingkatan Tiga (PT3) and the Sijil Pelajaran Malaysia (SPM) which are taken by pupils at the secondary school level. In all these major examinations, the writing skill is the main skill which is assessed. It is given utmost importance in all papers as it carries the most marks. For example, in Sijil Pelaj...

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“…This study is a questionnaire and the questionnaires were adapted from a previous study (Lee, 2011) and (Saidon Said, Tuan Soh, & Husnin, 2018). It was then modified to suit this study.…”

Section: Methodsmentioning

confidence: 99%

A Study on the Effectiveness of Written Feedback in Writing Tasks among Upper Secondary School Pupils

Plaindaren¹,

Shah²

2019

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“…Both teacher and peer feedback were effective in improving pupils writing. (Taweef et al 2018: Saidon et al 2018 Collaborative strategy Selecting the collaborative strategy to scaffold pupils narrative writing was impactful. Pupils get to share ideas, make corrections and support weaker peers.…”

Section: Explicit Corrective Feedback Strategymentioning

confidence: 99%

Flowchart: Scaffolding Narrative Writing in an English as a Second Language (ESL) Primary Classroom

Selvaraj¹,

Aziz²

2020

AWEJ

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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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“…"In this recursive environment of process approach, interaction between the teacher and students is continuous and mutually responsive as writing is supported and monitored by the teacher" (Scott &Vitale 2003, pp.221). According to Saidon, Said, Soh, & Husnin (2018) the guidelines prepare by the Ministry of Education Malaysia describes the need for the process approach of writing classroom as it stipulates that teachers are expected to prepare students extensively by providing instructions, writing supports and samples of good compositions in a step-by-step manner prior to requesting students to submit the essay. Basically, the role of the teacher in the writing process can be illustrated as Figure 4 below:…”

Section: Figure 3 White and Arndt's Process Writing Modelmentioning

confidence: 99%

Process approach in teaching of esl writing: teacher’s assistance and its practicality in real classroom

Jalaluddin

2019

JRPPTTE

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Writing in a first and second language are two different contexts and involve significant different composing process. In general, most ESL students have difficulties in the rhetorical and linguistics aspects of writing because of their prior education and education backgrounds (Mengjie Wei, 2017:16). Given the complexity of writing tasks, it is not surprising that L2 writers may experience various writing difficulties ranging from mechanical up to the content or idea development level. Although writing is teachable, the conversion of thought into written form is a difficult activity that requires organized pedagogical approaches and complementary skills. This is a case study which discusses the practices of process approach in teaching ESL writing and its practicality. The findings were based on a long-term observation and interview of three form 4 students and a teacher in Malaysia rural area school. Students' writings were analysed to show the students' development when activities based on Process approach were implemented. Findings managed to identify five different techniques used by the teacher in trying to implement process approach in writing. This process process managed to show the students the fallacy of assuming too much in writing and the need to provide more detail, or where they were being repetitious of ideas and get off the track. Changes could be seen in terms of words and elaboration in the second draft throughout the learning process until the compositions were produced.

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ESL Students’ Perception of Teacher’s Written Feedback Practice in Malaysian Classrooms

Cited by 15 publications

References 14 publications

A Study on the Effectiveness of Written Feedback in Writing Tasks among Upper Secondary School Pupils

A Study on the Effectiveness of Written Feedback in Writing Tasks among Upper Secondary School Pupils

Flowchart: Scaffolding Narrative Writing in an English as a Second Language (ESL) Primary Classroom

Process approach in teaching of esl writing: teacher’s assistance and its practicality in real classroom

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