A case study on teachers assistance in writing classroom: a look at the effects on rural learners writing self-efficacy
Overall, this study aims to explore three rural area learners’ writing self-efficacy after certain amount of assistance given by the teacher. The specific objective is to investigate the effect of the teacher’s assistance on the rural students’ writing self-efficacy. Thus, this study places a heavy...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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Common Ground Publishing
2010
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| Online Access: | http://psasir.upm.edu.my/id/eprint/12656/ http://psasir.upm.edu.my/id/eprint/12656/1/A%20case%20study%20on%20teachers%20assistance%20in%20writing%20classroom.pdf |
| _version_ | 1848841893892325376 |
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| author | Jalaluddin, Ilyana Md. Yunus, Melor Yamat, Hamidah Jusoff, Kamaruzaman |
| author_facet | Jalaluddin, Ilyana Md. Yunus, Melor Yamat, Hamidah Jusoff, Kamaruzaman |
| author_sort | Jalaluddin, Ilyana |
| building | UPM Institutional Repository |
| collection | Online Access |
| description | Overall, this study aims to explore three rural area learners’ writing self-efficacy after certain amount of assistance given by the teacher. The specific objective is to investigate the effect of the teacher’s assistance on the rural students’ writing self-efficacy. Thus, this study places a heavy emphasis on the perceptions and actions of three Form Four students and a teacher within five-month non-participant classroom observations, and interviews with each of the three students and the teacher after each observation. In order to determine the development of the students’ writing self-efficacy level after assistances were provided, two different techniques were used. Firstly, the learners’ writing self-efficacy was evaluated using writing self-efficacy scale and classroom observation. The writing self-efficacy scale was adapted from Bottomley, Henk & Melnick (1998) which provides the researchers with the descriptive statistics such as mean and overall scores in order to describe the level of the students’ writing self-efficacy. Secondly, this study also adopted classroom observation using the guidelines adapted from Wang & Pape (2007) for analysing self-efficacy to understand the participants’ self-efficacy phenomena in their learning to write. These evidences of the learner’s self-efficacy beliefs were classified into three categories: i) persistence in accomplishing language tasks, ii) self-awareness of English proficiency, iii) willingness to engage in language activities. The findings showed the teacher adopted a writing process approach to teach writing and provided five different assistances via the process. The average and high-efficacy writers increased their writing self-efficacy when the teacher provided direct assistance. Nevertheless, one low self-efficacy writer was found to withdraw from the task and demotivated when direct assistance was provided. The low self-efficacy writer only felt confident to write when written comments were given. The findings imply that learners’ writing self-efficacy changed depending on the assistance given. Thus, it is important for the teacher to consider learners’ writing self-efficacy in teaching writing. In addition, with the combination of qualitative and quantitative methods in analysing self-efficacy, it thus portrayed a more feasible way in exploring a self-efficacy development. |
| first_indexed | 2025-11-15T07:50:29Z |
| format | Article |
| id | upm-12656 |
| institution | Universiti Putra Malaysia |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-15T07:50:29Z |
| publishDate | 2010 |
| publisher | Common Ground Publishing |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | upm-126562015-10-08T06:50:12Z http://psasir.upm.edu.my/id/eprint/12656/ A case study on teachers assistance in writing classroom: a look at the effects on rural learners writing self-efficacy Jalaluddin, Ilyana Md. Yunus, Melor Yamat, Hamidah Jusoff, Kamaruzaman Overall, this study aims to explore three rural area learners’ writing self-efficacy after certain amount of assistance given by the teacher. The specific objective is to investigate the effect of the teacher’s assistance on the rural students’ writing self-efficacy. Thus, this study places a heavy emphasis on the perceptions and actions of three Form Four students and a teacher within five-month non-participant classroom observations, and interviews with each of the three students and the teacher after each observation. In order to determine the development of the students’ writing self-efficacy level after assistances were provided, two different techniques were used. Firstly, the learners’ writing self-efficacy was evaluated using writing self-efficacy scale and classroom observation. The writing self-efficacy scale was adapted from Bottomley, Henk & Melnick (1998) which provides the researchers with the descriptive statistics such as mean and overall scores in order to describe the level of the students’ writing self-efficacy. Secondly, this study also adopted classroom observation using the guidelines adapted from Wang & Pape (2007) for analysing self-efficacy to understand the participants’ self-efficacy phenomena in their learning to write. These evidences of the learner’s self-efficacy beliefs were classified into three categories: i) persistence in accomplishing language tasks, ii) self-awareness of English proficiency, iii) willingness to engage in language activities. The findings showed the teacher adopted a writing process approach to teach writing and provided five different assistances via the process. The average and high-efficacy writers increased their writing self-efficacy when the teacher provided direct assistance. Nevertheless, one low self-efficacy writer was found to withdraw from the task and demotivated when direct assistance was provided. The low self-efficacy writer only felt confident to write when written comments were given. The findings imply that learners’ writing self-efficacy changed depending on the assistance given. Thus, it is important for the teacher to consider learners’ writing self-efficacy in teaching writing. In addition, with the combination of qualitative and quantitative methods in analysing self-efficacy, it thus portrayed a more feasible way in exploring a self-efficacy development. Common Ground Publishing 2010 Article PeerReviewed application/pdf en http://psasir.upm.edu.my/id/eprint/12656/1/A%20case%20study%20on%20teachers%20assistance%20in%20writing%20classroom.pdf Jalaluddin, Ilyana and Md. Yunus, Melor and Yamat, Hamidah and Jusoff, Kamaruzaman (2010) A case study on teachers assistance in writing classroom: a look at the effects on rural learners writing self-efficacy. The International Journal of Learning, 17 (9). pp. 27-44. ISSN 1447-9494; ESSN: 1447-9540 |
| spellingShingle | Jalaluddin, Ilyana Md. Yunus, Melor Yamat, Hamidah Jusoff, Kamaruzaman A case study on teachers assistance in writing classroom: a look at the effects on rural learners writing self-efficacy |
| title | A case study on teachers assistance in writing classroom: a look at the effects on rural learners writing self-efficacy |
| title_full | A case study on teachers assistance in writing classroom: a look at the effects on rural learners writing self-efficacy |
| title_fullStr | A case study on teachers assistance in writing classroom: a look at the effects on rural learners writing self-efficacy |
| title_full_unstemmed | A case study on teachers assistance in writing classroom: a look at the effects on rural learners writing self-efficacy |
| title_short | A case study on teachers assistance in writing classroom: a look at the effects on rural learners writing self-efficacy |
| title_sort | case study on teachers assistance in writing classroom: a look at the effects on rural learners writing self-efficacy |
| url | http://psasir.upm.edu.my/id/eprint/12656/ http://psasir.upm.edu.my/id/eprint/12656/1/A%20case%20study%20on%20teachers%20assistance%20in%20writing%20classroom.pdf |