Abstract
This study reviews the effectiveness of collaborative writing among secondary school students in ESL classroom. Writing skill is regarded as the most difficult task in second language learning. Various strategies have been employed by both teachers and students to enhance writing competence. As the education system is intended to the requirement for 21st century educational practices. Collaborative approach is one of the key elements. It marks the shift in pedagogical instruction. Collaborative learning is perceived as one of its approaches which aid ESL students to become proficient in writing. This study explores students’ attitudes towards improving writing skills of ESL students via collaborative writing. This study involved 32 secondary school respondents from Klang, Selangor. The survey research data were gathered through a questionnaire to assess students’ attitudes towards collaborative writing. It was evident that students were able to collaborate in writing lessons. The findings indicate that students showed positive attitude while writing collaboratively. Hence, this approach can be implemented by language teachers to enhance language teaching and learning.
Highlights
Writing ability is essential in language learning
The researcher modified the questionnaire items according to the needs of this study. This questionnaire is divided into two sections, part A contains respondents’ demographics of gender and age, part B is related to attitudes of students towards the incorporation collaborative approach in writing skills
The grading will be done for the final submission of classwork for the semester. This takes place upon the completion of the writing tasks, the students will be requested to fill out a questionnaire about the written task and the collaborative writing sessions to understand the significance of the writing process and the students’ improvement in writing and their attitudes towards the collaborative approach
Summary
Writing ability is essential in language learning. It is a perceptible means of communication which appears in a written form. The length and genre of writing task may vary In both primary and secondary level, there are examination papers which exclusively gauge on students writing skill competency. There are several factors which are accountable for students’ poor writing ability These students have limited varied and complex vocabulary and difficulty in combining grammatical forms due to interference from their mother tongue. Hashemian and Heidari (2013) asserted that students with positive attitude capable of performing better in second language writing compared to those with negative attitudes. In response to this problem, the study will address the following research question
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