Saturday, October 29, 2016

From SIL to WeCWI: Overcoming L2 Learners’ Barriers to Writing through Web-Based Instruction

Rooted from the performance analysis based on the results of an English course offered by Universiti Teknologi MARA (UiTM) in two consecutive semesters, nine L2 writing challenges were identified. These barriers to L2 writing were further analysed and elucidated in a form of chain diagram namely “SIL”, which means system (S), instructor (I), and learner (L). SIL proposes a sequence of deductive remedial actions for writing predicaments. Its learner domain was further scrutinised to examine the writing difficulties faced by UiTM undergraduates as the L2 learners. Based on the qualitative systematic review of the past studies on UiTM students’ writing problems supported by the instructors and learners’ writing needs, seven perspectives of poor writing skills were determined: writing complexity, literacy, proficiency, critical thinking, information literacy, interlanguage, and writing anxiety. Owing to the global impact of the internet, the positive outcomes of web-based writing instructions, as well as the high demand for developing a supplementary web-based instructional tool, an e-framework namely WeCWI was formulated grounded on the theoretical-and-pedagogical principles, which comes with four significances that promote in literacy, language, cognitive, and psychological developments.

WeCWI synthesises the selected principles of theories, approach, and models from language acquisition, composition studies, cognitive theories, and e-learning. The injection of web 2.0, blog, into the framework as the instructional platform to enhance the writing performance and critical thinking.

Citation (APA 6th ed.):
Mah, B. Y. (2016, October). From SIL to WeCWI: Overcoming L2 learners' barriers to writing through web-based instruction [Abstract]. Paper presented at 6th International Conference on Language, Education & Innovation (ICLEI), Singapore. Kuala Lumpur, Malaysia:  Interdisciplinary Circle of Science, Arts and Innovation (ICSAI).

Click HERE to access the abstract.