Effects of using Explicit Writing Instruction (EWI) on low proficiency upper elementary students

The purpose of this study is to explore the effects of using Explicit Writing Instruction (EWI) on low proficiency upper elementary students’ writing skill and writing motivation. This research fills the gap by exploring the effects of EWI on low proficiency upper elementary learners in Malaysian co...

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Main Author:	Ibrahim Gani, Nur Anisa
Format:	Thesis
Language:	English
Published:	2021
Subjects:	H Social Sciences (General)
Online Access:	http://eprints.utm.my/102638/1/NurAnisaIbrahimGaniMSP2021.pdf
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id	my-utm-ep.102638
record_format	uketd_dc
spelling	my-utm-ep.1026382023-09-13T02:08:49Z Effects of using Explicit Writing Instruction (EWI) on low proficiency upper elementary students 2021 Ibrahim Gani, Nur Anisa H Social Sciences (General) The purpose of this study is to explore the effects of using Explicit Writing Instruction (EWI) on low proficiency upper elementary students’ writing skill and writing motivation. This research fills the gap by exploring the effects of EWI on low proficiency upper elementary learners in Malaysian context, studying those effects on cognitive and motivational aspects while providing in-depth insights into the effects of EWI. The research samples were thirty-two low proficiency upper elementary students studying in one of the schools in Johor. A mixed-method research design was employed. With the aim of collecting data, quasi-experimental research design was adapted by using one-group pre-test and post-test, a set of questionnaire survey and a focus group interview. The data from the pre-test and post-test were analysed using paired sample T-test, while the data from the questionnaire were analysed using frequency and percentage. Both data were accompanied with descriptive statistical analysis to provide better understanding. Besides, thematic analysis was utilised to analyse the interview data. The findings showed a significant difference on students’ writing skill before and after the implementation of EWI which reflected the effectiveness of using EWI in developing low proficiency upper elementary students’ writing skill. It was comprehensively reported that EWI enhanced writing motivation of low proficiency upper elementary students by changing their negative perceptions about writing as well as promoting autonomous and controlled motivation. The findings are followed by a few recommendations and implications for educators and researchers with close reference to the limitations of this study. 2021 Thesis http://eprints.utm.my/102638/ http://eprints.utm.my/102638/1/NurAnisaIbrahimGaniMSP2021.pdf application/pdf en public http://dms.library.utm.my:8080/vital/access/manager/Repository/vital:150214 masters Universiti Teknologi Malaysia Faculty of Social Sciences & Humanities - School of Education
institution	Universiti Teknologi Malaysia
collection	UTM Institutional Repository
language	English
topic	H Social Sciences (General)
spellingShingle	H Social Sciences (General) Ibrahim Gani, Nur Anisa Effects of using Explicit Writing Instruction (EWI) on low proficiency upper elementary students
description	The purpose of this study is to explore the effects of using Explicit Writing Instruction (EWI) on low proficiency upper elementary students’ writing skill and writing motivation. This research fills the gap by exploring the effects of EWI on low proficiency upper elementary learners in Malaysian context, studying those effects on cognitive and motivational aspects while providing in-depth insights into the effects of EWI. The research samples were thirty-two low proficiency upper elementary students studying in one of the schools in Johor. A mixed-method research design was employed. With the aim of collecting data, quasi-experimental research design was adapted by using one-group pre-test and post-test, a set of questionnaire survey and a focus group interview. The data from the pre-test and post-test were analysed using paired sample T-test, while the data from the questionnaire were analysed using frequency and percentage. Both data were accompanied with descriptive statistical analysis to provide better understanding. Besides, thematic analysis was utilised to analyse the interview data. The findings showed a significant difference on students’ writing skill before and after the implementation of EWI which reflected the effectiveness of using EWI in developing low proficiency upper elementary students’ writing skill. It was comprehensively reported that EWI enhanced writing motivation of low proficiency upper elementary students by changing their negative perceptions about writing as well as promoting autonomous and controlled motivation. The findings are followed by a few recommendations and implications for educators and researchers with close reference to the limitations of this study.
format	Thesis
qualification_level	Master's degree
author	Ibrahim Gani, Nur Anisa
author_facet	Ibrahim Gani, Nur Anisa
author_sort	Ibrahim Gani, Nur Anisa
title	Effects of using Explicit Writing Instruction (EWI) on low proficiency upper elementary students
title_short	Effects of using Explicit Writing Instruction (EWI) on low proficiency upper elementary students
title_full	Effects of using Explicit Writing Instruction (EWI) on low proficiency upper elementary students
title_fullStr	Effects of using Explicit Writing Instruction (EWI) on low proficiency upper elementary students
title_full_unstemmed	Effects of using Explicit Writing Instruction (EWI) on low proficiency upper elementary students
title_sort	effects of using explicit writing instruction (ewi) on low proficiency upper elementary students
granting_institution	Universiti Teknologi Malaysia
granting_department	Faculty of Social Sciences & Humanities - School of Education
publishDate	2021
url	http://eprints.utm.my/102638/1/NurAnisaIbrahimGaniMSP2021.pdf
_version_	1783729198958903296

Effects of using Explicit Writing Instruction (EWI) on low proficiency upper elementary students

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