Writing activities in mixed ability ESL classrooms: exploring the use of task differentiated strategies / Nurul Syaheera Sepian
Writing skills are often regarded as one of the most challenging aspects to acquire in the English language, especially for second language learners (ESL). Malaysian teachers, in particular, face difficulties in teaching writing due to the diverse learning needs of their students. The Cambridge Base...
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| Format: | Thesis |
| Language: | English |
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2023
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| Online Access: | https://ir.uitm.edu.my/id/eprint/85679/1/85679.PDF |
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| Summary: | Writing skills are often regarded as one of the most challenging aspects to acquire in the English language, especially for second language learners (ESL). Malaysian teachers, in particular, face difficulties in teaching writing due to the diverse learning needs of their students. The Cambridge Baseline Study conducted in 2013 emphasized the need for Differentiated Instruction (DI) in Malaysian classrooms, which consist of mixed-ability students. As a response, the Bahagian Pembangunan Kurikulum, Ministry of Education (MoE) introduced eight differentiated strategies, including task differentiation, in the English Language Scheme of Work (SOW) Form 3. This qualitative study investigates the application of task differentiated strategies and their impact on students during writing tasks. Data were collected through semi-structured interviews and classroom observations involving four secondary school ESL teachers in the Kuala Lumpur area. The analysis focused on identifying the types of task differentiated strategies employed by teachers during writing activities in mixed-ability ESL classrooms and examining how these strategies assist students in their learning process. The findings revealed three primary task differentiated strategies commonly utilized by the teachers in this study: scaffolded writing tasks, collaborative writing, and individualized writing goals. Moreover, the study highlighted the multifaceted ways in which these strategies support students during writing activities, including accomplishing tasks within allocated time, fostering a sense of achievement and confidence, and enhancing motivation and engagement. The results indicate that task differentiated strategies have proven effective in facilitating students' learning process in writing skills. The study suggests further exploration of other forms of differentiation strategies for different language skills. This research contributes to the ongoing debate on the advantages of differentiated methods as a viable and acceptable educational approach in Malaysian public schools, while also adding to the existing knowledge and informing future practices in this area. |
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