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The effect of analytic text-based writing strategies on ESL argumentative writing among Malaysian Form-six students in Sabah, Malaysia

Producing effective and high-quality academic writing, such as argumentative writing, requires more than regular writing ability; it demands analytical writing that can increase argumentation skills and promote higher cognitive skills. This study was conducted to address a problem that exists within...

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Main Authors: Rosalind Joannes,, Asmaa Alsaqqaf,
Format: Article
Language:English
Published: Penerbit Universiti Kebangsaan Malaysia 2023
Online Access:http://journalarticle.ukm.my/22319/1/TD%2012.pdf
http://journalarticle.ukm.my/22319/
https://ejournal.ukm.my/3l/index
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spelling my-ukm.journal.223192023-10-11T01:12:50Z http://journalarticle.ukm.my/22319/ The effect of analytic text-based writing strategies on ESL argumentative writing among Malaysian Form-six students in Sabah, Malaysia Rosalind Joannes, Asmaa Alsaqqaf, Producing effective and high-quality academic writing, such as argumentative writing, requires more than regular writing ability; it demands analytical writing that can increase argumentation skills and promote higher cognitive skills. This study was conducted to address a problem that exists within the Malaysian education setting where English-as-a-second language (ESL) learners face difficulties in presenting and expanding their ideas and viewpoints convincingly, lack of knowledge of the subject matter and inadequate language competence. Therefore, this paper aims to investigate the effect of analytic text-based writing strategies on the students' argumentative performance, proposing a conceptual framework that integrates the approach of text-based instruction and the writing model by Hyland (2003) that emphasises the genre approach of teaching writing. Utilising a mixed-method sequential explanatory research design, the current research employed a quasi-experiment with a convenient sampling to collect the quantitative data from two groups of Form-Six students at a public school in Sabah, Malaysia. The experimental group received a 12-week intervention programme, while the control group continued with their regular classroom practices. A pre-test and a post-test were conducted for both groups before and after the intervention, followed by a semi-structured interview that was carried out with a focus group to elicit students’ responses about their learning experiences. The paired-sample t-test indicated that the student’s writing performance significantly improved from the pre-test (30.27) to the post-test (40.27) with a large effect size (.77). On the other hand, four themes were derived from the students' responses as the following: an efficient way of distinguishing important information, an effective way of organising ideas, useful guide for argumentative essay and enriching students' knowledge. This research recommends more comprehensive explorations of text-based analytic writing to expose its' dynamic effect on students' writing advancement. Penerbit Universiti Kebangsaan Malaysia 2023-06 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/22319/1/TD%2012.pdf Rosalind Joannes, and Asmaa Alsaqqaf, (2023) The effect of analytic text-based writing strategies on ESL argumentative writing among Malaysian Form-six students in Sabah, Malaysia. 3L; Language,Linguistics and Literature,The Southeast Asian Journal of English Language Studies., 29 (2). pp. 169-185. ISSN 0128-5157 https://ejournal.ukm.my/3l/index
institution Universiti Kebangsaan Malaysia
building Tun Sri Lanang Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Kebangsaan Malaysia
content_source UKM Journal Article Repository
url_provider http://journalarticle.ukm.my/
language English
description Producing effective and high-quality academic writing, such as argumentative writing, requires more than regular writing ability; it demands analytical writing that can increase argumentation skills and promote higher cognitive skills. This study was conducted to address a problem that exists within the Malaysian education setting where English-as-a-second language (ESL) learners face difficulties in presenting and expanding their ideas and viewpoints convincingly, lack of knowledge of the subject matter and inadequate language competence. Therefore, this paper aims to investigate the effect of analytic text-based writing strategies on the students' argumentative performance, proposing a conceptual framework that integrates the approach of text-based instruction and the writing model by Hyland (2003) that emphasises the genre approach of teaching writing. Utilising a mixed-method sequential explanatory research design, the current research employed a quasi-experiment with a convenient sampling to collect the quantitative data from two groups of Form-Six students at a public school in Sabah, Malaysia. The experimental group received a 12-week intervention programme, while the control group continued with their regular classroom practices. A pre-test and a post-test were conducted for both groups before and after the intervention, followed by a semi-structured interview that was carried out with a focus group to elicit students’ responses about their learning experiences. The paired-sample t-test indicated that the student’s writing performance significantly improved from the pre-test (30.27) to the post-test (40.27) with a large effect size (.77). On the other hand, four themes were derived from the students' responses as the following: an efficient way of distinguishing important information, an effective way of organising ideas, useful guide for argumentative essay and enriching students' knowledge. This research recommends more comprehensive explorations of text-based analytic writing to expose its' dynamic effect on students' writing advancement.
format Article
author Rosalind Joannes,
Asmaa Alsaqqaf,
spellingShingle Rosalind Joannes,
Asmaa Alsaqqaf,
The effect of analytic text-based writing strategies on ESL argumentative writing among Malaysian Form-six students in Sabah, Malaysia
author_facet Rosalind Joannes,
Asmaa Alsaqqaf,
author_sort Rosalind Joannes,
title The effect of analytic text-based writing strategies on ESL argumentative writing among Malaysian Form-six students in Sabah, Malaysia
title_short The effect of analytic text-based writing strategies on ESL argumentative writing among Malaysian Form-six students in Sabah, Malaysia
title_full The effect of analytic text-based writing strategies on ESL argumentative writing among Malaysian Form-six students in Sabah, Malaysia
title_fullStr The effect of analytic text-based writing strategies on ESL argumentative writing among Malaysian Form-six students in Sabah, Malaysia
title_full_unstemmed The effect of analytic text-based writing strategies on ESL argumentative writing among Malaysian Form-six students in Sabah, Malaysia
title_sort effect of analytic text-based writing strategies on esl argumentative writing among malaysian form-six students in sabah, malaysia
publisher Penerbit Universiti Kebangsaan Malaysia
publishDate 2023
url http://journalarticle.ukm.my/22319/1/TD%2012.pdf
http://journalarticle.ukm.my/22319/
https://ejournal.ukm.my/3l/index
_version_ 1781705645082279936
score 13.211869

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