English as a second language (ESL) writing instructions and the effects on primary students: a multiple case study
English as a second language (ESL) writing instruction is a challenging task for teachers. Writing lessons need to be prepared adequately by deciding on the right approach to be employed as the instructional methods influence students’ learning greatly. This study investigates the preferred teaching...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Science and Engineering Research Support Society
2020
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| Subjects: | |
| Online Access: | http://eprints.uthm.edu.my/6208/ http://eprints.uthm.edu.my/6208/1/AJ%202020%20%28239%29.pdf |
| _version_ | 1848888745319727104 |
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| author | Palpanadan, Sarala @ Thulasi K Ravana, Venosha |
| author_facet | Palpanadan, Sarala @ Thulasi K Ravana, Venosha |
| author_sort | Palpanadan, Sarala @ Thulasi |
| building | UTHM Institutional Repository |
| collection | Online Access |
| description | English as a second language (ESL) writing instruction is a challenging task for teachers. Writing lessons need to be prepared adequately by deciding on the right approach to be employed as the instructional methods influence students’ learning greatly. This study investigates the preferred teaching practices (between the product and process approach) of 10 pre-service teachers’ in teaching writing and the effects on students’ written texts. The data were collected from observations, semi-structured interviews and students’ written texts. The data from the observation checklists were analyzed using Rasch Measurement Model which validated the study with a high value of alpha Cronbach (0.81). Thematic and textual analyses were conducted on participants’ views and the students’ written text respectively. The findings revealed that product approach was the preferred practice. Consequently, the students’ prepared very identical pattern of written work based on the participants’ input. The students were able to prepare the written work with linguistic accuracy but did not show attempt to write more creatively. Thus, this study recommends teachers to integrate process approach strategies into their writing instructions to guide students to write more profoundly in future. |
| first_indexed | 2025-11-15T20:15:10Z |
| format | Article |
| id | uthm-6208 |
| institution | Universiti Tun Hussein Onn Malaysia |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-15T20:15:10Z |
| publishDate | 2020 |
| publisher | Science and Engineering Research Support Society |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | uthm-62082022-01-27T05:11:04Z http://eprints.uthm.edu.my/6208/ English as a second language (ESL) writing instructions and the effects on primary students: a multiple case study Palpanadan, Sarala @ Thulasi K Ravana, Venosha PE1-3729 English English as a second language (ESL) writing instruction is a challenging task for teachers. Writing lessons need to be prepared adequately by deciding on the right approach to be employed as the instructional methods influence students’ learning greatly. This study investigates the preferred teaching practices (between the product and process approach) of 10 pre-service teachers’ in teaching writing and the effects on students’ written texts. The data were collected from observations, semi-structured interviews and students’ written texts. The data from the observation checklists were analyzed using Rasch Measurement Model which validated the study with a high value of alpha Cronbach (0.81). Thematic and textual analyses were conducted on participants’ views and the students’ written text respectively. The findings revealed that product approach was the preferred practice. Consequently, the students’ prepared very identical pattern of written work based on the participants’ input. The students were able to prepare the written work with linguistic accuracy but did not show attempt to write more creatively. Thus, this study recommends teachers to integrate process approach strategies into their writing instructions to guide students to write more profoundly in future. Science and Engineering Research Support Society 2020 Article PeerReviewed text en http://eprints.uthm.edu.my/6208/1/AJ%202020%20%28239%29.pdf Palpanadan, Sarala @ Thulasi and K Ravana, Venosha (2020) English as a second language (ESL) writing instructions and the effects on primary students: a multiple case study. International Journal of Advance Science and Technology, 29 (10S). pp. 524-531. ISSN 2005-4238 |
| spellingShingle | PE1-3729 English Palpanadan, Sarala @ Thulasi K Ravana, Venosha English as a second language (ESL) writing instructions and the effects on primary students: a multiple case study |
| title | English as a second language (ESL) writing instructions and the effects on primary students: a multiple case study |
| title_full | English as a second language (ESL) writing instructions and the effects on primary students: a multiple case study |
| title_fullStr | English as a second language (ESL) writing instructions and the effects on primary students: a multiple case study |
| title_full_unstemmed | English as a second language (ESL) writing instructions and the effects on primary students: a multiple case study |
| title_short | English as a second language (ESL) writing instructions and the effects on primary students: a multiple case study |
| title_sort | english as a second language (esl) writing instructions and the effects on primary students: a multiple case study |
| topic | PE1-3729 English |
| url | http://eprints.uthm.edu.my/6208/ http://eprints.uthm.edu.my/6208/1/AJ%202020%20%28239%29.pdf |