Exploration of the level and employment of ESL writing strategies among Malaysian lower secondary school students

This survey study explored and identified the level as well as the employment of ESL writing strategies use among Malaysian lower secondary school students. This study utilised Petric & Czarl (2003) modified writing strategies use questionnaire as its data collection instrument. 124 Form One students from an urban school in Keningau, Sabah participated in this study. The results of the questionnaire showed that lower secondary school students are medium users of writing strategies. The results also indicated that lower secondary school students used during writing strategies more than pre-writing and revising strategies. Recommendations for future studies include approaching related studies with qualitative approaches

Design, development and evaluation of srsd-based esl writing module for lower secondary school students in Keningau, Sabah

In an effort to address persistent writing-related problems among secondary school students, various writing-related teaching tools were developed. However, selfregulation, which is a key component of successful writers, was not explicitly incorporated. The purpose of this design and development study (DDR) was to develop and evaluate an SRSD-based writing instructional module for lower secondary school students. The writing module was created by combining the SRSD model and process writing. Needs analysis, design and development, and evaluation formed this study's three phases. For the needs analysis, seven English language teachers participated in a focus group, while 128 Form One students completed a self-report writing strategies survey. Findings of the needs analysis found that students' behaviour suggested ineffective self-regulation; teachers lacked the ability and expertise to teach self-regulation strategies, and students were moderate users of writing strategies. The module's design and development process, including validation, was covered in the design and development phase. The Kemp (1994) model was used as a development framework in this phase. The module was piloted with 35 Form 2 students and validated by five experts. The module scored 0.83 and 0.8 for validity and reliability, suggesting good validity scores. The evaluation phase, which employed quasi-experimental approach, investigated the module's effects on students’ writing performance and classroom writing instruction. One teacher and 68 Form 1 students participated in the evaluation phase. The paired t-test showed a statistically significant differences in students' writing performance scores and four writing aspects between the control and intervention groups. The data also showed that the module improved writing instruction by enhancing students' strategy use, attitude, and enthusiasm in writing. Several challenges emerged, including time and number of students. Implications include adding explicit strategy teaching to existing instructional approaches and performing more exploratory study on how selfregulation can improve writing training. Future study should examine other selfregulation features; expanding self-regulation strategy-based instruction to other educational contexts, and incorporating self-regulation strategies into curriculum and classroom instruction

A quasi-experimental study on the effects of a self-regulation-based ESL writing instructional module on Malaysian secondary school students’ ESL writing performance

Self-regulation is a necessary component of developing skilled writers. Self-regulation, on the other hand, is rarely discussed in Malaysian ESL contexts, particularly in terms of ESL writing. This quasi-experimental study evaluated an ESL writing instructional module based on self-regulation with the goal of improving secondary school students' narrative writing. This study, which was conducted as part of a larger study, presented the results of the pilot study. The findings indicated statistically significant improvements in the students' overall writing performance and in each of the four components of writing, namely content, communicative appropriateness, organisation, and language. The findings indicated that the self-regulation-based writing instructional module was effective at improving students' overall writing performance and performance in each of the four writing aspects. Future studies should include a larger sample size, extend the duration of the intervention, and investigate additional variables such as gender and level of proficiency

Development, validity and reliability of Place-Based Process Genre Module (PBPGM)

The present study is a Type 1 design and developmental research (DDR) study that aims to analyse the situation, design, develop and evaluate an instructional Place-Based Process Genre Module (PBPGM). Upon completing the needs analysis, design and development of the module, it underwent a pilot test. The validity and reliability were then conducted. A panel of experts were involved in determining the validity of the module's content, sessions, and activities. A group of 30 ESL learners were involved in determining its reliability. All content, sessions and activities were rated above 70%, and all sessions and activities were rated over alpha value of 0.70 indicating that PBPGM was valid and reliable to be experimented with