Writing in the Second Language: Support and Help Needed by the Low Achievers

Puteh, Sharifah Nor; Rahamat, Rashidah; Karim, Aidah Abdul

doi:10.1016/j.sbspro.2010.10.078

Cited by 13 publications

(6 citation statements)

References 3 publications

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“…Similarly, Zhang and Mi (2010) identified language difficulties as one of the major obstacles for international students' academic endeavours. In the Malaysian tertiary setting, research has also revealed that L2 writers learning academic writing in English not only have to master academic English, but also gain advanced writing skills (Puteh, Rahamat, & Karim, 2010).…”

Section: Introductionmentioning

confidence: 99%

Paraphrasing challenges faced by Malaysian ESL students

Badiozaman¹

2014

ILS

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This study examined the challenges faced by Malaysian second language (L2) learners when paraphrasing an academic text. Drawing on interviews with two diploma students from two business majors, I explored the types of challenges they faced when attempting paraphrasing tasks. The findings revealed that the students faced multiple challenges that ranged from text comprehension, poor L2 proficiency to referencing problems. In addition, there were significant differences between paraphrasing strategies adopted by a competent student and one with a lower proficiency level. Overall, the findings suggest that there is a need to utilise Content-Based Instruction to make the links between writing skills and learners’ disciplines tangible and that pre-degree preparation needs to include extensive writing practice which would help students become familiar with academic writing demands. Preliminary results also show that there is a need for teachers to be aware that the design of the materials for English language teaching should be tailored to the purpose of university study and academic vocabulary.

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Section: Introductionmentioning

confidence: 99%

Paraphrasing challenges faced by Malaysian ESL students

Badiozaman¹

2014

ILS

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“…Even though there are no specific methods of teaching to be declared as the most effective but the creative teachers can make the subject matter something that is exciting and the students feel quite easy learned on it [16]. The teachers designed the methods and teaching materials because they concerned about the students enthusiasms, expectations, capabilities, behaviors, backgrounds, feelings, and notions [17].…”

Section: Discussionmentioning

confidence: 99%

Writing Skill in Arabic Language Essay in Malaysian Secondary School

Ismail¹

2015

Second International Conference on Advances in Management, Economics and Social Science - MES 2015

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Abstract-This study aims to discover factors which affect students in mastering the basic techniques of Arabic writing skills. This research has been carried out in a secondary. In order to know the driving factors, two instruments were used to identify student's strength. Firstly, three students who excel in Arabic Language were interviewed. Secondly, analyzing the two of their essays written by them to test their proficiency in basic Arabic writing techniques. The result shows that there are three main factors that encourage students to master the Arabic Language which are the parents, teachers, as well as the students' interest in the subject. There are also other particular factors that lead students to write well. Students obviously have wide vocabulary; who able to create simple sentences; able to attach the Quranic verses, hadiths and virtuous phrase in their essay; know and able to make use of dictionary; master the techniques of memorizing main ideas of an essay and have group discussions and love writing. The combination of these factors and the driving elements result in students who have shown greater skills in composing Arabic essay. They use various Arabic vocabulary and master in grammar. They are also skillful in using Arabic language to form correct sentences and also know how to utilize paragraphs for each content of the essay. Moreover they know when to use punctuations correctly.

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“…No, tijekom nekoliko posljednjih desetljeća sve su brojnija istraživanja pisanih odstupanja pri ovladavanju inim jezikom. Puteh et al (2010, prema Brown 1987 tvrde da je prirodni poredak u ovladavanju inim jezikom ovladavanje vještinama slušanja, govorenja, čitanja i pisanja. Pisanje je vještina kojom se ovladava posljednjom jer je -smatraju autori -najsloženija.…”

Section: Istraživanja Pisanih Odstupanjaunclassified

Fonološka odstupanja govornika farsija u pisanome diskursu na početnoj razini učenja hrvatskoga kao inoga jezika

Diklić¹

2022

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Writing in the Second Language: Support and Help Needed by the Low Achievers

Cited by 13 publications

References 3 publications

Paraphrasing challenges faced by Malaysian ESL students

Paraphrasing challenges faced by Malaysian ESL students

Writing Skill in Arabic Language Essay in Malaysian Secondary School

Fonološka odstupanja govornika farsija u pisanome diskursu na početnoj razini učenja hrvatskoga kao inoga jezika

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