Massey Documents by Type

Permanent URI for this communityhttps://mro.massey.ac.nz/handle/10179/294

Browse

Filters

20062

Settings

Has files: YesSubject: search.filters.subject.ESL

Search Results

Now showing 1 - 2 of 2
  • Thumbnail Image
    Item
    The applicability of the writing center and online writing lab to Malaysian tertiary education : a dissertation presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in English at Massey University, Palmerston North, New Zealand
    (Massey University, 2006) Tan, Bee Hoon
    The importance of writing ability cannot be overstated, be it writing in the first or second language. Yet, students' lack of writing skills remains a constant complaint, especially in the contexts of English as a second language (ESL). In the quest for an intervening mechanism, Writing Centers (WCs) and Online Writing Labs (OWL), originating in North America, have proved effective. The success of Writing Centers seems to lie in their pedagogical approach of "improve the writer, not the writing" and the practice of non-directive and non-judgemental individualised student-centered one-on-one tutoring. This, then, motivated the present research to focus on the applications of WCs and OWLs in ESL tertiary education. The main research question examined is: in what ways are the theory and praxis of the WC and OWL applicable to ESL tertiary contexts of Malaysia? In establishing the applicability of WCs and OWLs to ESL tertiary students in Malaysia, this study conducts a series of thematic investigations on WCs and OWLs in North America, ESL students and writing in English for Academic Purposes and innovations in tertiary education, a case study on the status of English in Malaysia, and a survey on the writing needs and writing support in English at a Malaysian university. A comparison is also made among North American, European and Asian WCs and OWLs. The five investigations culminate in the formulation of a conceptual framework for the ESL WC approach and an action plan to implement the approach. The essence of the WC approach is in the application of writing centers as writing pedagogy, learner support and immersive language learning environments. The present research contributes towards the critical development and application of WCs and OWLs in universities in the Asian region where English functions as a second or foreign language. The initiative is also a pioneer innovation study in the field of WCs and OWLs for its application in Malaysian universities. Hence the study may contribute toward improved writing instruction, a new and comprehensive learner support system in the proposed WC framework, and the relevance of an immersive language learning environment.
  • Thumbnail Image
    Item
    The nature and dynamics of collaborative writing in a Malaysian tertiary ESL setting : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Applied Linguistics at Massey University, Palmerston North, New Zealand
    (Massey University, 2006) Yong, Mei Fung
    This classroom-based study provides insights into the nature of collaborative writing in a Malaysian tertiary ESL setting. It tracked the collaborative writing processes of three case study groups over one semester and elicited students' reflections on their collaborative experience. The study focussed on three case study groups formed by nine undergraduates who were enrolled in an academic writing course in a large public university in Malaysia. The individuals volunteered to be involved in the study and they self-selected their group members. Multiple research instruments were used for data collection. The primary data was comprised of audio and video-recordings of the case studies' collaborative writing sessions over three writing tasks. Interviews, journal entries, and a questionnaire supplemented the primary data. The use of various techniques ensured that data collection was sufficiently covered in breadth and in depth. Results showed that the collaborative writing process was a complex phenomenon. The nature of collaboration is influenced by group composition, role flexibility, and task complexity. The findings reveal that familiarity with group members is crucial for group cohesion; it provided a safe and comfortable working environment. Flexibility in role-taking also helped the groups to carry out their collaboration effectively. Leader, contributor, and gate-keeper roles were interchangeable across groups and across tasks except for the scribe role. It was found that as tasks increased in complexity, conflict also intensified. During negotiations and resolutions of conflicts, the students had considered cultural issues, such as sensitivity to face and group harmony. Other affective factors such as cooperation, willingness to share, team spirit, and tolerance aided the collaboration while apathy and domineering behaviour were detrimental. These multiple factors, which differed from one case study to another, shaped the distinctiveness of each group. Nonetheless, findings from the students' transcripts and personal reflections revealed that group collaboration changed and became more positive over time. This study provides a revised definition of collaborative writing. The three case study groups shared some common features, such as mutual interactions, sharing of expertise, conflict, and use of colloquial sentence particles. However, there were other features which were peculiar to each group, namely, self-questioning talk, use of local language, creative use of language, and humour. These features not only mediated the writing processes, but also expanded the students' knowledge construction and language acquisition. Based on the analyses, a number of implications have been drawn regarding the use of collaborative writing in the classroom. The study culminates with several recommendations for future research.