Abstract
Writing has been known to be a demanding and difficult skill to teach and master in the ESL secondary school context. Writing intervention modules can be effective add-ons to existing writing lessons to help students who are struggling with writing to cope with the demands of this difficult skill. Despite many writing interventions developed, little has been explored on including self-regulation strategies explicitly into these interventions. The purpose of this paper is to discuss the development of a self-regulation strategies-based writing instruction module for secondary school students. The writing module adopted the Self-regulation Strategies Development model (SRSD) as its theoretical foundation and utilised a qualitative design through content analysis as data collection method. The six units writing instruction module was developed using the Kemp model as a design framework, including a need analysis, whereas the content validation was done through experts’ panel evaluation. The results from the content validation suggest that the module can be used in the classroom to guide teachers to help them develop their students’ self-regulation skills to help them cope with ESL writing. Future research suggestion includes testing the module’s usability in real classrooms.
Highlights
English is taught as a second language in Malaysia, and the writing skill is one of the four language skills being taught and tested in the classroom (Tan and Miller, 2007; Swanto et al, 2010; Swanto et al, 2014; Suppiah et al, 2019)
In addition to the needs’ analysis study, an extensive search of the literature review was conducted on existing writing intervention or programmes for Malaysian secondary school students and in the international platform to identify the gaps needed to be addressed in the writing module
The Strategies Development model (SRSD)-based writing module was developed due to the needs of having a writing programme or intervention that could guide teachers to help their students to be selfregulated through the development of self-regulation skills
Summary
English is taught as a second language in Malaysia, and the writing skill is one of the four language skills being taught and tested in the classroom (Tan and Miller, 2007; Swanto et al, 2010; Swanto et al, 2014; Suppiah et al, 2019). Writing is an essential skill that is considered as a highly complex task which requires the writer to use different number of skills at the same time (Harris et al, 2002; Parilah et al, 2011; Swanto et al, 2010; Swanto et al, 2014; Suppiah et al, 2019). Writing creates apprehension among ESL students (Akhtar, Hassan, & Saidalvi, 2020) causing efforts to compose a piece of quality essay to be laborious and stressful for secondary school students. Students, especially those who possess limited English proficiency, would often produce written work that is brief, difficult to read, plagiarised from peers and most of the time, incomplete or not attempted at all (Pajares, 2002)
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