rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    title: English language writing from the perspectives of ESL learners' cognitive process in goal attainment
  name:
    name part: Liza Abdullah
    role:
      role term: creator
    role:
      role term: author
  name:
    name part: International Islamic University Malaysia
    name part: Kulliyyah of Education
  genre: Theses, IIUM local
  origin info:
    place:
      place term: my
    date issued: 2019
  language:
    language term: eng
  physical description:
    extent: xiii, 232 leaves : illustrations ; 30cm.
  abstract: Writing has always been one of the most challenging skills that English as second language (ESL) learners are expected to acquire. Hyland (2013) affirms that most ESL learners view writing as the most difficult language skill to master. At the International Islamic University Malaysia (IIUM), a big number of international students who undergo the pre-sessional English language programme either fail to meet the minimum requirement of the university's English Placement Test (EPT) or pass it with a very minimum requirement due to writing. Hence, this study seeks to investigate the issue of English language writing from the perspectives of pre-sessional international students' cognitive processes guided by Bandura's (1997) Theory of Social Cognitive: Process of Goal Realisation. The central question of this dissertation is “What are the cognitive processes of ESL learners in achieving their goals to become good writers?” Using a qualitative research methodology, data were collected via semi-structured interviews with seven informants and one focus group discussion which was comprised of six informants. The findings revealed that with some motivation, main goal, and little knowledge they had in writing, the informants were more inclined to highly depend on their teachers to achieve their goals in writing. This was found to be alarming, considering they were mature students of a higher learning institution. From the major findings, a framework termed the Model of ESL Learners' Cognitive Process towards Goal Attainment was proposed to guide international students and language teachers in achieving their goals in writing. Apart from being an added advantage to the university in terms of policy-making related to the students they are nurturing, the findings of this study may contribute vastly to the academic field from the aspects of curriculum design, teaching pedagogy, and teacher training at large.
  note: by Liza Abdullah
  note: Abstracts in English and Arabic.
  note: "A dissertation submitted in fulfilment of the requirement for the degree of Doctor of Philosophy in Education."--On title page.
  note: Thesis (Ph.D)--International Islamic University Malaysia, 2019.
  note: Includes bibliographical references (leaves 170-179).
  subject:
    geographic code: a-my--
  subject:
    topic: English language
    topic: Writing Study and teaching (Higher)
  subject:
    topic: English language
    topic: Study and teaching (Higher) Foreign speakers
  subject:
    topic: English language
    topic: Rhetoric Study and teaching (Higher)
  classification: PE1404
  identifier: http://studentrepo.iium.edu.my/handle/123456789/9663
  record info:
    record content source: UIAM
    record creation date: 200211
    language of cataloging:
      language term: eng