The effect of teacher self-disclosure in improving ESL undergraduates argumentative essays

The effect of teacher self-disclosure in improving ESL undergraduates argumentative essays

This study was undertaken to find out if teacher self-disclosure could positively effect English asa Second Language (ESL) undergraduate students' writing performance in argumentative essays. Usingthe mixed-methods intervention design. both quantitative and qualitative data were collected inthi...

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Main Author: Paul Gnanaselvam Pakirnathan
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Language:eng
Published: 2021
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PE English
Online Access:https://ir.upsi.edu.my/detailsg.php?det=6996
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institution Universiti Pendidikan Sultan Idris
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topic PE English
spellingShingle PE English
Paul Gnanaselvam Pakirnathan
The effect of teacher self-disclosure in improving ESL undergraduates argumentative essays
description This study was undertaken to find out if teacher self-disclosure could positively effect English asa Second Language (ESL) undergraduate students' writing performance in argumentative essays. Usingthe mixed-methods intervention design. both quantitative and qualitative data were collected inthis study. 75 undergraduates from three tutorial groups from an academic writing course at aMalaysian private institution of higher learning were selected as the experimental andcontrol groups through purposive sampling. The quasi-experimental pre-test-post-test design wasemployed to collect the undergraduates scores on argumentative essays while qualitative data weregathered using three methods, which were observation, focus group interview and one-to-oneinterview. The Pearson product-moment correlation and paired samples t-test were used forquantitative data analysis while thematic analysis was used for qualitative dataanalysis. The quantitative results indicated a significant difference in the post-testargumentative writing scores obtained between students from the experimental groups, Tl (t=-8.35, p
format thesis
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qualification_level Doctorate
author Paul Gnanaselvam Pakirnathan
author_facet Paul Gnanaselvam Pakirnathan
author_sort Paul Gnanaselvam Pakirnathan
title The effect of teacher self-disclosure in improving ESL undergraduates argumentative essays
title_short The effect of teacher self-disclosure in improving ESL undergraduates argumentative essays
title_full The effect of teacher self-disclosure in improving ESL undergraduates argumentative essays
title_fullStr The effect of teacher self-disclosure in improving ESL undergraduates argumentative essays
title_full_unstemmed The effect of teacher self-disclosure in improving ESL undergraduates argumentative essays
title_sort effect of teacher self-disclosure in improving esl undergraduates argumentative essays
granting_institution Universiti Pendidikan Sultan Idris
granting_department Fakulti Bahasa dan Komunikasi
publishDate 2021
url https://ir.upsi.edu.my/detailsg.php?det=6996
_version_ 1747833344274464768
spelling oai:ir.upsi.edu.my:69962022-04-18 The effect of teacher self-disclosure in improving ESL undergraduates argumentative essays 2021 Paul Gnanaselvam Pakirnathan PE English This study was undertaken to find out if teacher self-disclosure could positively effect English asa Second Language (ESL) undergraduate students' writing performance in argumentative essays. Usingthe mixed-methods intervention design. both quantitative and qualitative data were collected inthis study. 75 undergraduates from three tutorial groups from an academic writing course at aMalaysian private institution of higher learning were selected as the experimental andcontrol groups through purposive sampling. The quasi-experimental pre-test-post-test design wasemployed to collect the undergraduates scores on argumentative essays while qualitative data weregathered using three methods, which were observation, focus group interview and one-to-oneinterview. The Pearson product-moment correlation and paired samples t-test were used forquantitative data analysis while thematic analysis was used for qualitative dataanalysis. The quantitative results indicated a significant difference in the post-testargumentative writing scores obtained between students from the experimental groups, Tl (t=-8.35, p 2021 thesis https://ir.upsi.edu.my/detailsg.php?det=6996 https://ir.upsi.edu.my/detailsg.php?det=6996 text eng closedAccess Doctoral Universiti Pendidikan Sultan Idris Fakulti Bahasa dan Komunikasi Afiah M. Z., Hejar A. R, Kulanthayan K. C., Fadhilah, J., & Law T. H. (2011).Prevalence of smoking and drinking habits among Form Six students in PetalingDistrict, Selangor. World Applied Sciences Journal, 12 (Special issue of Socialand Psychological Sciences for Human Development). 40-45: IDOSIPublications.Afzaal., H. S., Siau, N.Z, & Yeo, S.M. (2015). 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