Improving ESL Studentsâ Descriptive Writing through Wh-Question Technique

Namasivayam, Premmilah; Singh, Charanjit Kaur Swaran; Mostafa, Nor Azmi; Janoory, Lajiman; Abdullah, Maria Shu Hong Bee

doi:10.6007/ijarbss/v7-i7/3091

Cited by 6 publications

(4 citation statements)

References 7 publications

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“…The students, who are primary school learners, tend to pose lower-order questions in their interaction, based on the analysis of the audio transcription. These findings further support the findings of Namasivayam et al (2017), who concluded that lower-order questions are frequently used by learners with novice or basic language skills because they make it easier for them to retain and associate background experience with the situation. In addition, student experts also fully utilize lower-order questions to gauge their level of understanding and how well they are learning.…”

Section: Key Features Of Questioning In Peer Scaffoldingsupporting

confidence: 88%

Peer Scaffolding among Primary ESL Learners’ Writing Task: Learners’ Behaviors and Triggering Factors

Tinggie

Tan²,

Muslim³

et al. 2023

IJLTER

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Human interaction and support are key to students’ learning. In English as a second language (ESL) settings, peer scaffolding reinforces the traditional teacher–learner interaction. A lack of peer interaction among students, which is also a product of the COVID-19 pandemic, has resulted in young learners becoming overly reliant on teachers. This concern is a factor in hindering learners’ writing development. Inspired by the sociocultural perspective, this study employed a qualitative research design to explore the types of scaffolding behaviors among young learners. The analysis is based on the Taxonomy of Language Functions and what triggers these behaviors among primary ESL learners during classroom writing tasks. Data from 10 recordings of audiovisual materials and interviews were collected from 30 Year 6 primary school students and were analyzed using thematic analysis. The data analysis showed that scaffolding behaviors occurred continuously throughout each writing stage. The findings revealed that the preferred scaffolding behavior among learners was questioning. Eliciting questions was the most frequent type of inquiry that was applied during peer scaffolding. Results highlight the triggering factors that influenced scaffolding behaviors, which were learners’ level of competency, personalities, and accessibility to L1. This approach can be used as an alternate strategy for teaching writing because of its substantial impact on the writing ability of ESL students. The findings would provide a clear direction for ESL practitioners and learners to acknowledge the significance of learners’ behaviors and factors during peer scaffolding in assisting their development in writing attainment.

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Section: Key Features Of Questioning In Peer Scaffoldingsupporting

confidence: 88%

Peer Scaffolding among Primary ESL Learners’ Writing Task: Learners’ Behaviors and Triggering Factors

Tinggie

Tan²,

Muslim³

et al. 2023

IJLTER

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“…It is one of good techniques to build students with critical thinking (Magthwi, 2015). As argued by (Namasivayam et al, 2017) in their study, using strategy of questioning is greatly essential since it can foster students to activate their knowledge and critical thoughts in depth. Moreover, another study revealed that probing questioning stimulates students to be an active participants in classroom activities (Dharmayanti, 2020).…”

Section: Discussionmentioning

confidence: 99%

Performance-Based Assessment in Assessing the Students’ Evaluating Skill: How is the implementation in English Learning?

Makmuroh,

Abimbowo,

Agoro

2024

ECL

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Performance-based assessment (PBA) enables teachers to determine learners’ genuine language competency and promote critical thinking skills. The students applied their knowledge in practical ways during the teaching and learning process. Evaluating skill is one of the higher-order thinking abilities (HOTS) every individual should strive to master. Some research have indicated that this competence is under-evaluated. This study intends to elucidate the utilization of Performance-Based Assessment for evaluating students' skills in learning English. A qualitative research design was used to recruit an English teacher who met the study requirements and was teaching ninth-grade students at SMPN 2 Semarang. Information was collected through classroom observation, document analysis, and interviews. The study revealed that the teacher utilized probing questions in process-oriented assessment while applying performance-based assessment to evaluate students' skills in evaluating English acquisition. Challenging questions were asked during the learning activities to challenge students to think critically about their answers. The teacher led the pupils in a thorough discussion of the learning materials. The assessment questions were primarily open-ended WH questions designed to engage higher-order thinking skills

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“…Effective teaching and learning materials is inevitable in the effective teaching and learning of descriptive writing because the teaching materials facilitate, and increase active participation (Shanti et al, 2018). Moreover, teaching and learning materials increase students' attention and motivation to the subject matter during teaching and learning (Namasivayam et al, 2017;Ongoro & Mwangoka, 2019).…”

Section: An Overview Of Current Situation On Teaching Descriptive Wri...mentioning

confidence: 99%

Status of teaching and learning descriptive writing in Zanzibar secondary schools: a case of Wete District

Hamad,

Ndibalema,

Matalu

2024

Int. J. Edu. Inno. Res.

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This paper investigated the status of teaching and learning descriptive writing among Secondary Schools in Zanzibar. The paper focused on (i) Identifying the types of errors made by secondary school students in their descriptive writing skills and (ii) exploring teaching and learning materials in descriptive writing for secondary schools. A mixed method approach was used, and a case study design employed. Simple random sampling was used to select 140 form four students and they have given a test. Also, eight English language subject teachers and two quality assurers were purposively selected. Data were collected using students’ test, interview, and documentary reviews. The results depict that students had different errors such as grammatical errors, punctuation marks, coherence and content problems. Also, the findings show that many topics prosed using non-digital materials such as textbooks, and written text for teaching and learning descriptive writing in secondary schools. These materials were also not sufficient to give students ability and competence in descriptive writing in ordinary secondary schools. This indicates that there is a need for designing digital lessons for supporting teaching and learning descriptive writing for F1 students. The study concludes that proper teaching and learning digital contents lessons is needed to support teachers and motivate students in the teaching and learning of descriptive writing to secondary school students. To achieve effective descriptive writing to secondary school students, curriculum developers, teachers and other education stakeholders should emphasize on digital materials to motivate students in teaching and learning process.

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Improving ESL Studentsâ Descriptive Writing through Wh-Question Technique

Cited by 6 publications

References 7 publications

Peer Scaffolding among Primary ESL Learners’ Writing Task: Learners’ Behaviors and Triggering Factors

Peer Scaffolding among Primary ESL Learners’ Writing Task: Learners’ Behaviors and Triggering Factors

Performance-Based Assessment in Assessing the Students’ Evaluating Skill: How is the implementation in English Learning?

Status of teaching and learning descriptive writing in Zanzibar secondary schools: a case of Wete District

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Improving ESL Studentsâ Descriptive Writing through Wh-Question Technique

Cited by 6 publications

References 7 publications

Peer Scaffolding among Primary ESL Learners’ Writing Task: Learners’ Behaviors and Triggering Factors

Peer Scaffolding among Primary ESL Learners’ Writing Task: Learners’ Behaviors and Triggering Factors

Performance-Based Assessment in Assessing the Students’ Evaluating Skill: How is the implementation in English Learning?

Status of teaching and learning descriptive writing in Zanzibar secondary schools: a case of Wete District

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Improving ESL Studentsâ Descriptive Writing through Wh-Question Technique