In Malaysian primary education, writing skills among the primary ESL learners have always been a focus since it is one of the major English language skills being accessed at the end of their primary education. Although much of the writing at the primary level is guided, it is found that the learners often shun the writing section and show a disinterested manner in learning. Therefore, a quasi-experimental research was conducted to explore the use of PaW-Modo as a strategy in enhancing paragraph writing. The study involved a total of 42 Primary 4 pupils from an urban school, School A and a sub-urban school, School B. Data was collected via tests before and after the intervention, followed by a questionnaire comprising 4 closed-ended items and 2 open-ended items for PaW-Burger and PaW-Oreo activities in PaW-Modo. The post-test result reflected the improvement in their writing skill and the findings from the questionnaire had also revealed that most of the pupils liked using PaW-Modo in writing activities. Therefore, this research would probably benefit both teachers and parents to guide their pupils to experience fun and meaningful learning in paragraph writing.

The main problem faced by English teachers in the current English as a Second Language (ESL) writing classroom was a lack of strategies to support the process of teaching and learning writing that would help to enhance the content quality of pupils' writing performance. Additionally, primary pupils were found to face difficulties with getting started in writing. Peer feedback is an important tool for encouraging and consolidating learning. A quasi-experimental research study was implemented to investigate the effectiveness of an online peer-feedback strategy using Edmodo at the pre-writing stage to improve pupils' writing performance. A writing pre-test and post-test were administered to 36 Primary 4 respondents from a Chinese-vernacular school in a state in southern Malaysia to reveal their writing test scores before and after the intervention. Documents such as pre-test and post-test writing excerpts and Peer-Modo feedback comments were analyzed to corroborate the quantitative findings of the test scores. The results of the mean scores of the pre-test and post-test showed that there was significant improvement in pupils' writing ability. The document analysis reflected significant improvements in terms of the content quality of their writing after conducting Peer-Modo feedback. Consequently, online peer feedback strategies should be taken into consideration in the teaching of writing in the ESL classroom.

The advancement of technology has brought transformation in education. Utilisation of social media to promote learning are increasing exponentially at secondary and tertiary education levels. However, the researcher was still doubting using social media on current primary school pupils. Thus, this study aimed to explore the use of social media among primary school pupils and how they perceive towards the use of English in writing on social media. Questionnaires were distributed among 37 primary 4 pupils in a Chinese vernacular school in a Southern state in Malaysia. The findings showed that YouTube is the most prominent tool used among the pupils and they have good competency in using the social media which they always use. Pupils use social media for academically and non-academically purposes. However, slightly more than half of the pupils do not have positive perceptions towards using English in writing on social media. Social media could be exploited in learning writing activities to increase the awareness of pupils towards a better writing performance.