Process approach in teaching of esl writing: teacher’s assistance and its practicality in real classroom
DOI:
https://doi.org/10.37134/jrpptte.vol9.no2.6.2019Keywords:
Writing process, teacher’s assistance, self-efficacy, Process ApproachAbstract
Writing in a first and second language are two different contexts and involve significant different composing process. In general, most ESL students have difficulties in the rhetorical and linguistics aspects of writing because of their prior education and education backgrounds (Mengjie Wei, 2017:16). Given the complexity of writing tasks, it is not surprising that L2 writers may experience various writing difficulties ranging from mechanical up to the content or idea development level. Although writing is teachable, the conversion of thought into written form is a difficult activity that requires organized pedagogical approaches and complementary skills. This is a case study which discusses the practices of process approach in teaching ESL writing and its practicality. The findings were based on a long-term observation and interview of three form 4 students and a teacher in Malaysia rural area school. Students’ writings were analysed to show the students’ development when activities based on Process approach were implemented. Findings managed to identify five different techniques used by the teacher in trying to implement process approach in writing. This process process managed to show the students the fallacy of assuming too much in writing and the need to provide more detail, or where they were being repetitious of ideas and get off the track. Changes could be seen in terms of words and elaboration in the second draft throughout the learning process until the compositions were produced.
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References
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Ministry of Education, Malaysia (1991). Process writing. English Language Teaching Journal,Compendium, 3, 1-9.
Mok Soon Sang (2008). Educational pyschology & pedagogy: Learner and learning environment. Selangor: Penerbitan Multimedia Sdn. Bhd.
Onrubia, J. & Engel, A. (2012). The Role of Teacher assistance on the effects of a macro-script in collaborative writing tasks. International Journal of Computer-Supported Collaborative Learning, 7(1), 161-186.
Padmadewi, N.N. & Artini, L.P. (2019). Using Scaffolding Strategies in Teaching Writing for Improving Student Literacy in Primary School Advances in Social Science. Education and Humanities Research, 178, 156-160.
Pajares, F. & Valiante, P. (2008). Self-efficacy beliefs and motivation in writing development. In Macarthur, C.A, Graham, S., Fitzgerald, J. (ed.). Handbook of writing research (pp.158-170). New York: Guilford Press.
Pajares, F. & Johnson, M. J. (1995, April). The role of self-efficacy beliefs in the writing performance of entering high school learners: A path analysis. Paper presented at the meeting of the American Educational Research Association, San Francisco.
Pajares, F. (2003). Self-efficacy beliefs, motivations, and achievement in writing: A review of the literature. Reading and Writing Quarterly, 19, 139-158.
Pajares, F. (2006). Self-efficacy beliefs of adolescence. Greenwich: Information Age.
Rahil Mahyuddin, Habibah Elias, Loh Sau Cheong, Muhd Fauzi Muhamad, Nooreen Noordin & Maria Chong Abdullah. (2006). The relationship between learners’ self-efficacy and their English language achievement. Jurnal Pendidik dan Pendidikan, 21, 61-71.
Raymond, E. (2000). Cognitive characteristics: Learners with mild disabilities. Needham Heights, MA: Allyn & Bacon, A Pearson Education Company.
Saidon, M. A., Said, N. E. M., Soh, T. M. T., & Husnin, H. (2018). ESL Students’ Perception of Teacher’s Written Feedback Practice in Malaysian Classrooms. Creative Education, 9, 2300-2310.
Sarala@Thulasi Palpanadan, Fauziah Ismail & Abdul Rahim Salam (2015). Evaluating Product Writing Approach in the Context of Malaysian Classrooms: A Conceptual Paper. LSP International Journal, 2(2), 1-6.
Sarikas, C. (2018). Vygostky Scaffolding: What is it and how to use it? Retrieved from https://blog.prepscholar.com/vygotsky-scaffolding-zone-of-proximal-development
Schunk, D.H. & Zimmerman, B.J. (2007). Influencing children’s self-efficacy and self-regulation of reading and writing through modelling. Reading and Writing Quarterly, 23, 2-25.
Scott, B.J. & Vitale, M.R. (2003). Teaching the writing process to learners with LD. Intervention in School & Clinic, 38(4), 220-226.
Scott, B.J. & Vitale, M.R. (2003). Teaching the writing process to learners with LD. Intervention in School & Clinic, 38(4), 220-226.
Siti Hamim Stapa. (1998). The process approach to ESL writing. UKM Bangi: Faculty of Language Studies, Universiti Kebangsaan Malaysia.
Smith, J. (1997). How people learn to write. New Zealand: Longman.
Uchida, A., Michael, R.B. & Mori, K. (2018). An Induced Successful Performance Enhances Student Self-efficacy and Boosts Academic Achievement. AERA Open, 4(4), 1-9.
Van Der Stuyf (2002). Adolescent learning and development course: Scaffolding as a teaching strategy. Retrieved from http://condor.admin.ccny.cuny.edu/~group4/ Van%20Der%20Stuyf/Van%20Der%20Stuyf%20Paper.doc
Vaus, D.A. (2001). Research design in social research. London: Sage Publication Ltd.
Vygotsky, L.S. (1978). Mind in society. Cambridge, MA: Harvard University Press.
Zimmerman, B.J. & Schunk, D.H. (2004). Self-regulating intellectual processes and outcomes: A socio cognitive perspective. In David Yun Dai & Robert J. Sternberg (Eds.). Motivation, emotion and cognition: Integrative perspective on intellectual functioning and development (pp. 333-418), London: Lawrence Erlbaum Associates..
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman & Company.
Bhela, B. (1999). Native language interference in learning a second language: Exploratory case studies of native language interference with target language usage. International Education Journal, 1(1), 22-31.
Boud, D. (2001). Peer learning in higher education: Learning from and with each other. London: Kogan Page.
Carter, D. (2016). Teaching Writing in Secondary English: Practical Approaches to Building Confidence, Enjoyment and Achievement. Retrieved from https://cpl.asn.au/journal/semester-1-2016/teaching-writing-in-secondary-english-practical-approaches-to-building.
Chea, S. & Shumow, L. (2014). The Relationship among Writing Self-efficacy, Writing Goal Orientation and Writing Achievement. Language Education in Asia, 5(2), 253-269.
Chitravelu, N., Sithamparam, S. & Teh Soo Choon (2005). ELT methodology: principles and practice. Shah Alam: Penerbit Fajar Bakti Sdn.Bhd.
Duke, C.R. (1983). Writing through sequence: A process approach. Boston: Little, Brown and Company.
Earl, C.B & Zimmerman, C. (2003). The reading/writing connection. New York: Longman
Eggleston, B. (2017). Relationship between Writing Self-efficacy and Writing Fluency in a Performance Feedback Intervention. (Master Thesis, Syracuse University, New York). Retrieved from https://surface.syr.edu/thesis/131
Ergul, H. (2004). Relationship between learner characteristics and academic achievement in distance education and application on learners of Anadolu University. Turkish Online Journal of Distance Education, 5(2), 1-10.
Retrieved from http://tojde.anadolu.edu.tr/tojde14/articles/ergul.htm
Fareed, M., Ashraf, A. & Bilal, M. (2016). ESL Learners’ Writing Skills: Problems, Factors and Suggestions. Journal of Education and Social Sciences, 4(2), 81-92.
Ghazali, N. & Che Omar, M. (2019, March). Does Teachers’ Knowledge, Skill and Self-efficacy are important in the Implementation of English Literacy. Paper presented at the International Conference on Islam And Global Issues (iCIGI), Universiti Teknologi Mara (UiTM), Cawangan Kelantan.
Graham, S. & Sandmel, K. (2011). The Process Writing Approach: A Meta-Analysis. The Journal of Educational Research, 104, 396-407.
Harmer, J. (2004). The practice of English language teaching (Third Edition). England: Pearson Education Limited.
Hartman, H. (2002). Scaffolding & Cooperative Learning: Human Learning and Instruction. New York: City College of City University of New York.
Hasan, M. (2018). Impact of Motivational Scaffolding on the Acquisition of Writing Skills in L2 Situation. International Journal of Humanities and Social Science Invention (IJHSSI), 7(12), 39-45.
Hidi, S & Boscolo, P. (2008). Motivation and writing. In Charles MacArthur, Steve Graham, and Jill Fitzgerald (eds.). Handbook of writing research, pp144-157. New York: The Guilford Press.
Isaacson, S. (2004). Instruction that helps learners meet state standards in writing. Exceptionality, 12(1), 39-54.
Jarvela, S. (2001). Shifting research on motivation and cognition to an integrated approach on learning and motivation in context. In Simone Volet & Sanna Jarvela (eds.). Advances in learning and instruction series: Motivation in learning contexts: Theoretical advances and methodological implications (pp. 3-16). New York: Emerald Group Publishing.
Jun Zhao (2017). Native Speaker Advantage in Academic Writing? Conjunctive Realizations in EAP Writing by Four Groups of Writers. Ampersand, 4, 47-5.
Karatay, H. (2011). The effect of 4+1 planned writing and evaluation model to develop the attitudes of preservice teachers as to written expression and their writing skills. Turkish Studies, 6(3), pp.1029-1047. Retrieved from http://turkishstudies.net/Makaleler/2016362704_63_halit_karatay.pdf
Karim, K. & Nassaji, H. (2013). First Language Transfer in Second Language Writing: An examination of Current Research. Iranian Journal of Language Teaching Research, 1(1), 117-134.
Kucer, S.B. (2005). A conceptual base for teaching reading and writing in school settings. Mahwah, New Jersey: Lawrence Erlbaum Associates.
Linnenbrink, E.A. & Pintrich, P.R. (2003). The role of self-efficacy beliefs in learner engagement and learning in the classroom. Reading and Writing Quarterly, 19, 119-137.
Lockhart, C. & Ng, P. (1995). Analysing talk in ESL peer response groups : Stances, functions and contents. Language Learning, 45(4), 606-655.
Marchisan, M.L. & Alber, S.R. 2001. The write way tips for teaching the writing process to resistant writers. Intervention in School & Clinic, 36(3), 154-163.
McLeod, S. (2018). The Zone of Proximal Development and Scaffolding. Retrieved from http://www.simplypsychology.org/Zone-of-Proximal-Development.html
Mengjie Wei (2017). Strategies for First-Year University ESL Students to Improve Essay Writing Skills. (Master Thesis, The University of San Francisco USF Scholarship: a digital @ Gleeson Library GEschke Center). Retrieved from https://repository.usfca.edu/cgi/viewcontent.cgi?article=1558&context=capstone
Ministry of Education, Malaysia (1991). Process writing. English Language Teaching Journal,Compendium, 3, 1-9.
Mok Soon Sang (2008). Educational pyschology & pedagogy: Learner and learning environment. Selangor: Penerbitan Multimedia Sdn. Bhd.
Onrubia, J. & Engel, A. (2012). The Role of Teacher assistance on the effects of a macro-script in collaborative writing tasks. International Journal of Computer-Supported Collaborative Learning, 7(1), 161-186.
Padmadewi, N.N. & Artini, L.P. (2019). Using Scaffolding Strategies in Teaching Writing for Improving Student Literacy in Primary School Advances in Social Science. Education and Humanities Research, 178, 156-160.
Pajares, F. & Valiante, P. (2008). Self-efficacy beliefs and motivation in writing development. In Macarthur, C.A, Graham, S., Fitzgerald, J. (ed.). Handbook of writing research (pp.158-170). New York: Guilford Press.
Pajares, F. & Johnson, M. J. (1995, April). The role of self-efficacy beliefs in the writing performance of entering high school learners: A path analysis. Paper presented at the meeting of the American Educational Research Association, San Francisco.
Pajares, F. (2003). Self-efficacy beliefs, motivations, and achievement in writing: A review of the literature. Reading and Writing Quarterly, 19, 139-158.
Pajares, F. (2006). Self-efficacy beliefs of adolescence. Greenwich: Information Age.
Rahil Mahyuddin, Habibah Elias, Loh Sau Cheong, Muhd Fauzi Muhamad, Nooreen Noordin & Maria Chong Abdullah. (2006). The relationship between learners’ self-efficacy and their English language achievement. Jurnal Pendidik dan Pendidikan, 21, 61-71.
Raymond, E. (2000). Cognitive characteristics: Learners with mild disabilities. Needham Heights, MA: Allyn & Bacon, A Pearson Education Company.
Saidon, M. A., Said, N. E. M., Soh, T. M. T., & Husnin, H. (2018). ESL Students’ Perception of Teacher’s Written Feedback Practice in Malaysian Classrooms. Creative Education, 9, 2300-2310.
Sarala@Thulasi Palpanadan, Fauziah Ismail & Abdul Rahim Salam (2015). Evaluating Product Writing Approach in the Context of Malaysian Classrooms: A Conceptual Paper. LSP International Journal, 2(2), 1-6.
Sarikas, C. (2018). Vygostky Scaffolding: What is it and how to use it? Retrieved from https://blog.prepscholar.com/vygotsky-scaffolding-zone-of-proximal-development
Schunk, D.H. & Zimmerman, B.J. (2007). Influencing children’s self-efficacy and self-regulation of reading and writing through modelling. Reading and Writing Quarterly, 23, 2-25.
Scott, B.J. & Vitale, M.R. (2003). Teaching the writing process to learners with LD. Intervention in School & Clinic, 38(4), 220-226.
Scott, B.J. & Vitale, M.R. (2003). Teaching the writing process to learners with LD. Intervention in School & Clinic, 38(4), 220-226.
Siti Hamim Stapa. (1998). The process approach to ESL writing. UKM Bangi: Faculty of Language Studies, Universiti Kebangsaan Malaysia.
Smith, J. (1997). How people learn to write. New Zealand: Longman.
Uchida, A., Michael, R.B. & Mori, K. (2018). An Induced Successful Performance Enhances Student Self-efficacy and Boosts Academic Achievement. AERA Open, 4(4), 1-9.
Van Der Stuyf (2002). Adolescent learning and development course: Scaffolding as a teaching strategy. Retrieved from http://condor.admin.ccny.cuny.edu/~group4/ Van%20Der%20Stuyf/Van%20Der%20Stuyf%20Paper.doc
Vaus, D.A. (2001). Research design in social research. London: Sage Publication Ltd.
Vygotsky, L.S. (1978). Mind in society. Cambridge, MA: Harvard University Press.
Zimmerman, B.J. & Schunk, D.H. (2004). Self-regulating intellectual processes and outcomes: A socio cognitive perspective. In David Yun Dai & Robert J. Sternberg (Eds.). Motivation, emotion and cognition: Integrative perspective on intellectual functioning and development (pp. 333-418), London: Lawrence Erlbaum Associates..
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Published
2019-12-11
How to Cite
Jalaluddin, I. (2019). Process approach in teaching of esl writing: teacher’s assistance and its practicality in real classroom. Journal of Research, Policy & Practice of Teachers and Teacher Education, 9(2), 66–78. https://doi.org/10.37134/jrpptte.vol9.no2.6.2019
