ESL Tertiary Students’ Writing Problems and Needs: Suggested Elements for an Additional Online Writing Program (IQ-Write) for the BEL 311 Course

Ismail, Noriah; Hussin, Supyan; Darus, Saadiyah

doi:10.18848/1447-9494/cgp/v18i09/47748

Cited by 18 publications

(16 citation statements)

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“…The findings of this study is supported by Noriah Ismail, et al, (2012) who investigated ESL tertiary students' writing problems in MARA university of Technology. They conducted a survey to identify students' needs in writing.…”

Section: Discussionsupporting

confidence: 73%

International Postgraduate Students’ Perception of Challenges in Academic Writing in Malaysian Public Universities

Kotamjani¹,

Samad

Fahimirad

2018

Int. J. Appl. Linguist. Engl. Lit.

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The purpose of this study is to investigate international postgraduate students' perceptions of difficulty with academic writing in Malaysian public universities. A survey was used to collect students' perceptions of difficulties and challenges in general academic writing skills and language-related skills. The results revealed that students perceived greater difficulty in languagerelated problems than general academic writing skills. In terms of language-related skills, they ranked writing coherent paragraph, summarizing and paraphrasing, applying appropriate lexical phrases, utilizing proper academic language and vocabulary respectively as the most difficult areas in writing. However, with respect to general academic writing skills, they perceived the most difficulties in reviewing and criticizing the literature, writing introduction and research gap. The results of this study implied that international postgraduate students who graduated from non-English medium instruction universities should be supported in terms of English for Academic Purposes (EAP), critical thinking skills and language-related skills to become selfdirected in learning to write.

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Section: Discussionsupporting

confidence: 73%

International Postgraduate Students’ Perception of Challenges in Academic Writing in Malaysian Public Universities

Kotamjani¹,

Samad

Fahimirad

2018

Int. J. Appl. Linguist. Engl. Lit.

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“…In the Malaysian context, tertiary students have been facing writing difficulties and it is reported that ESL students require a lot of writing practices to master the writing skills (Ismail et al, 2012). Due to the fact that writing skills are generally perceived as a complicated language skill, it has resulted in the problem of writing anxiety among undergraduates in Malaysia (Lau & Rahmat, 2014;Rahim et al, 2016).…”

Section: Literature Reviewmentioning

confidence: 99%

Using Frangenheim’s Thinking Skills Framework to Improve Academic Writing Skills in Tertiary ESL Classrooms

Beh¹,

Ganapathy²

2021

TET

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Malaysian undergraduates have been facing writing difficulties as a result of lacking effective guidance tools in upskilling English writing and activating thinking skills. Failing to achieve writing competency, the problems extend to the high unemployment rate among fresh graduates. This paper proposes using Frangenheim’s Thinking Skills Framework (TSF) to improve university students’ academic writing proficiency. 60 students were selected to undergo a 6-week quasiexperiment to investigate the effectiveness of the TSF on academic writing and focus group discussions were held to explore students’ perceptions on utilizing the TSF in writing processes. The results of the study confirmed the positive effect of using the TSF in improving students’ academic writing and promoting the use of Higher-Order Thinking Skills (HOTS) throughout the writing process. Findings revealed students’ perceptions on the TSF: an effective guidance tool with various writing strategies, comprises clues to activate suitable thinking skills, and assists writers’ idea generation and decision-making. The implications are important to tertiary stakeholders as a practical TSF is recommended as a supplementary tool to be infused in English writing syllabus to facilitate students in fulfilling the essential thinking skills and writing needs in higher education.

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“…Argumentative writing is a common genre of academic writing and yet considered by researchers as the most challenging model of writing that second language (L2) learners experience in higher education institutions (Botley, 2014;Ismail et al, 2012a;Ismail et al, 2012b;Vyncke, 2012). This writing genre is essential for university students to express, communicate, share and negotiate their views with appropriate structure and language features.…”

Section: Introductionmentioning

confidence: 99%

Peer Instruction In A Flipped Learning Environment: Examining ESL Students’ Participation In Writing Argumentative Essays

Singh¹,

Harun²

2022

JEELS

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Over the years, peer instruction and flipped learning approach has indicated its usefulness in teaching and learning. However, studies on how peer instruction in a flipped learning environment encourage active student participation in writing remain limited in Malaysia. Therefore, this study examines ESL students’ participation during peer instruction in the flipped learning environment when composing argumentative essays. A total of 120 upper intermediate students undergoing an English proficiency course at a teacher education institution in Malaysia participated in this study. Qualitative data were gathered from student assessment forms (pair work and group work), lesson study logs, EdPuzzle video quizzes, and samples of student worksheets. Descriptive interpretations and thematic analysis were used to analyse textual data. The findings revealed that ESL students participated in this study by engaging themselves in interactions during in-class writing activities, contributing knowledge to others, getting prepared with the essential concepts and content before class, focusing on the task, and assessing the quality of argumentative writing. The findings implicate that teachers should consider the use of peer instruction in a flipped learning environment for students to engage actively in the teaching and learning of argumentative essay writing.

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ESL Tertiary Students’ Writing Problems and Needs: Suggested Elements for an Additional Online Writing Program (IQ-Write) for the BEL 311 Course

Cited by 18 publications

References 0 publications

International Postgraduate Students’ Perception of Challenges in Academic Writing in Malaysian Public Universities

International Postgraduate Students’ Perception of Challenges in Academic Writing in Malaysian Public Universities

Using Frangenheim’s Thinking Skills Framework to Improve Academic Writing Skills in Tertiary ESL Classrooms

Peer Instruction In A Flipped Learning Environment: Examining ESL Students’ Participation In Writing Argumentative Essays

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