Investigating Malaysian ESL Students' Writing Problems on Conventions, Punctuation, and Language Use at Secondary School Level

Ghabool, Neda; A, Mariann Edwina; Mariadass, P; Kashef, Seyyed Hossein

doi:10.5296/jse.v2i3.1892

Cited by 62 publications

(57 citation statements)

References 8 publications

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“…Ghabool, Edwina, and Kashef (2012) revealed that Malaysian ESL students have problems in writing, especially in language use (grammar) and punctuation. Students still need some constant monitoring and explanation from the teachers specifically in developing a good piece of writing.…”

Section: Error Correction Techniques In Writingmentioning

confidence: 99%

Grammar Errors Made by ESL Tertiary Students in Writing

Singh¹,

Singh²,

Razak³

et al. 2017

ELT

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The educational context in Malaysia demands students to be equipped with sound grammar so that they can produce good essays in the examination. However, despite having learnt English in primary and secondary schools, students in the higher learning institutions tend to make some grammatical errors in their writing. This study presents the grammatical errors made by tertiary students in their writing. The participants were a group of Diploma students who sat for a university entrance exam. One hundred and forty-four written essays of the students were collected and analysed using content analysis. Findings revealed that subject-verb agreement and tenses were the most common type of errors. Students over-generalised and perceived that the tenses could be used interchangeably. Another common error found was in the students' construction of complex sentence. In such constructions, they failed to include essential and nonessential clauses. If teachers do not teach strategies to assist students in comprehending the concept of Subject-Verb Agreement (SVA), tenses, essential and nonessential clauses, these students will continue to make such errors in their tertiary education. The findings may have useful implications for English language teachers as understanding students' learning difficulties and providing appropriate grammar instruction is the key to effective teaching for ESL teachers.

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Section: Error Correction Techniques In Writingmentioning

confidence: 99%

Grammar Errors Made by ESL Tertiary Students in Writing

Singh¹,

Singh²,

Razak³

et al. 2017

ELT

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show abstract

“…What is interesting is that the students perceived punctuation in the introduction and conclusion as a major obstacle for their ESL writing. Similarly, the study by Ghabool (2012) also found that writers considered punctuation as one of their obstacles in ESL writing.…”

Section: Research Questionmentioning

confidence: 90%

“…A study by Ghabool (2012) was done on 30 ESL students from upper and lower secondary in Malaysia to investigate on the problems that ESL writers face when they compose.…”

Section: Past Researchmentioning

confidence: 99%

Analyzing Perceived Writing Difficulties Through the Social Cognitive Theory

Rahmat

Arepin

Yunos

et al. 2017

pijss

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“…One would like to think that the Questions technique developed by the authors is just such an intervention! ESL students" writing and the writing errors they make are well documented (Maros, Hua, & Salehuddin, 2007;Musa, Lie, & Azman, 2012;Ghabool, Mariadass, & Kashef, 2012;Al -Khasawneh, 2010). In an effort to minimize errors L2 writing instructors should always keep in mind strategy development as well as language skill development when working with students (Myles, 2002).…”

mentioning

confidence: 99%

The Questions Technique in Guided Paragraph Writing

Maharaj

Alsolami

2018

International Journal of Emerging Trends in Social Sciences

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Writing has always been an onerous task for ESL learners, especially those in the beginner -and elementary phases of English language acquisition. Teaching ESL writing has always been viewed and implemented using the L1 framework. This may account for the frustrations experienced by both teacher and students in ESL classes. New techniques and strategies have to be devised taking into account the unique circumstances of ESL learners. Using an experimental design, this study compared the number of writing errors made in a control and experimental group. The control group was taught paragraph writing in the conventional way incorporating elements of the product and process approaches to writing. The experimental group was given a pre-arranged set of questions to which they had to respond in a specific manner. It was found that the number of errors committed by the experimental group were significantly lower than the control group, thus suggesting that the Questions technique does have merit in teaching writing to ESL learners. It is versatile in the sense that it can be adapted for different ability levels and types of paragraphs.

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Investigating Malaysian ESL Students' Writing Problems on Conventions, Punctuation, and Language Use at Secondary School Level

Cited by 62 publications

References 8 publications

Grammar Errors Made by ESL Tertiary Students in Writing

Grammar Errors Made by ESL Tertiary Students in Writing

Analyzing Perceived Writing Difficulties Through the Social Cognitive Theory

The Questions Technique in Guided Paragraph Writing

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