Systematic Review: Approaches in Teaching Writing Skill in ESL Classrooms

Selvaraj, M.; Aziz, Azlina Abdul

doi:10.6007/ijarped/v8-i4/6564

Cited by 54 publications

(62 citation statements)

References 22 publications

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“…Various approaches blended with strategies are essential in teaching of writing (Selvaraj & Aziz, 2019). According to Lavelle and Bushrow (2017), writing approach is described through the connection among the views the writers have on writing and the patterns of writing approaches that they use.…”

Section: Approaches To Writingmentioning

confidence: 99%

“…According to Table 3, 18 studies were selected for the comprehensive review. This review done by Selvaraj and Aziz (2019), was chosen to be included in this systematic review on challenges in ESL writing classrooms and solutions to overcome them because this review shed some light on suitable approaches, how writing instruction should be planned and some recommendation for improvement. This systematic review suggested that the most suitable approach in teaching writing skills at secondary and tertiary level is to employ process based approach.…”

Section: A Systematic Review On Approaches In Teaching Writing Skillsmentioning

confidence: 99%

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Systematic Review: Challenges in Teaching Writing Skills for Upper Secondary in ESL Classrooms and Suggestions to overcome them

Saravanan

Palanisamy

Aziz³

2021

MJSSH

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This paper presents a systematic review of relevant published studies on challenges in teaching writing skills for upper secondary in ESL classrooms and solutions to overcome them from year 2012-2020. This systematic review attempts to address two research questions ; i.e. what are the writing challenges of the students and what are the solutions to overcome writing challenges faced by ESL students. 12 single studies and 2 systematic reviews were systematically reviewed and revealed that the most challenges encountered by students in writing are word choice, vocabulary, grammar and poor organisation of ideas. The findings also shed some lights on solutions to overcome the challenges from teachers’ and students’ perspective. Teachers should act as a guidance by providing sample essays, giving feedbacks and choose suitable approach by identifying students’ needs. Meanwhile the students should read more to generate ideas and improve their vocabulary and grammar knowledge.

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Section: Approaches To Writingmentioning

confidence: 99%

Section: A Systematic Review On Approaches In Teaching Writing Skillsmentioning

confidence: 99%

Systematic Review: Challenges in Teaching Writing Skills for Upper Secondary in ESL Classrooms and Suggestions to overcome them

Saravanan

Palanisamy

Aziz³

2021

MJSSH

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“…While using this model, the students are allowed to take control over their own writing and given opportunities to think like writers and make the "writers' decisions and choices" (Flower & Hayes, 1981, p. 377). Therefore, linguistic accuracy is no longer prioritized and exclusive attention is given to the mental processes instead (Selvaraj & Aziz, 2019).…”

Section: Theoretical Framework Of the Studymentioning

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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“…Sustainability 2021, 13, 9768 2 of 18 English for Specific Purposes (ESP) is, undeniably, more challenging because it deals with the terms and jargon of the English language for a particular context [8]. For instance, learning medical words in English requires specific vocabulary, which might not be part of common ESL.…”

Section: Introductionmentioning

confidence: 99%

“…Despite the growing trends of research in ESP, systematic reviews are more towards the ESL [12][13][14], EFL [15][16][17], and ELT fields [18], thereby leaving a gap. Nevertheless, it is undeniably vital to look into the research trends in ESP, specifically in mobile learning, because ESP is specific.…”

Section: Introductionmentioning

confidence: 99%

Sustaining Education with Mobile Learning for English for Specific Purposes (ESP): A Systematic Review (2012–2021)

2021

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Mobile learning for English Language Teaching (ELT) has become an emerging trend to sustain education, providing the option to learn English for Specific Purposes (ESP). However, the review of mobile learning in ESP is scarce, despite its importance in sustaining education. Thus, this review systematically identifies the trends of mobile learning concerning ESP. Using three databases, namely Web of Science (WoS), Scopus, and Educational Resources Information Centre (ERIC), 28 articles were extracted out of 139, from 2012 to 2021, with exclusion and inclusion criteria taken into consideration. First, the significant findings portrayed that mobile apps are the most commonly used means of mobile learning. Second, vocabulary and language competency is more emphasised in mobile learning for ESP. Third, mobile learning in ESP mostly dominated the business field of studies. These three findings implied that there are still gaps in research on mobile learning and ESP. Generally, this review is valuable for practitioners to know which mobile learning tool is ready to be used and in identifying gaps for research in mobile learning and ESP, to sustain education for the future.

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Systematic Review: Approaches in Teaching Writing Skill in ESL Classrooms

Cited by 54 publications

References 22 publications

Systematic Review: Challenges in Teaching Writing Skills for Upper Secondary in ESL Classrooms and Suggestions to overcome them

Systematic Review: Challenges in Teaching Writing Skills for Upper Secondary in ESL Classrooms and Suggestions to overcome them

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

Sustaining Education with Mobile Learning for English for Specific Purposes (ESP): A Systematic Review (2012–2021)

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