The Effects Of The Multiliteracies Approach On The Writing Performace Of EFL Students In A Chinese School In Penang : Teacher And Student Perceptions
In coping with the challenges of globalisation, the realities of today‘s global economic change impacts on the dynamic evolution of information and communication technology (ICT) and literacy evolution in the workplace. Studies at large reveal that the level of engagement which English as a foreign...
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| Format: | Thesis |
| Language: | English |
| Published: |
2011
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| Online Access: | http://eprints.usm.my/45962/1/MALINI%20GANAPATHY_HJ.pdf http://eprints.usm.my/45962/ |
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| Summary: | In coping with the challenges of globalisation, the realities of today‘s global economic change impacts on the dynamic evolution of information and communication technology (ICT) and literacy evolution in the workplace. Studies at large reveal that the level of engagement which English as a foreign language (EFL) students are involved in during the writing process is minimal and teachers are more concerned towards the end product. The purpose of this study was to investigate whether the Multiliteriacies Approach (MLITA) would be effective in enhancing the continuous writing performance of Chinese students who study English as a foreign language, evaluate EFL teachers‘ perceptions of teaching continuous writing, evaluate Chinese EFL students‘ perceptions of learning continuous writing using the MLITA, evaluate EFL teachers‘ perceptions of preparing writing lessons using the Learning Element (LE) and determine the factors that need to be taken into consideration when using the MLITA in the teaching of continuous writing. The sample of the study comprised of 37 Chinese EFL students in a secondary school, an action research teacher, three EFL classroom observers and three EFL raters. The Teacher Rating Sheets (TRS) was integrated as a research instrument in this study and the findings were positively significant in relation to students‘ continuous writing performance. The Peer Rating Forms (PRF) was used as an instrument to gauge the learning outcomes of LE 1 to LE 6. |
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