SCAFFOLDING COLOUR CODES AND SAW APPROACH IN ESL ACADEMIC WRITING

Authors

  • Noor Hanim Rahmat Akademi Pengajian Bahasa, Universiti Teknologi MARA, Shah Alam, Malaysia

DOI:

https://doi.org/10.46827/ejel.v0i0.1881

Keywords:

writing process, selective attention, colour codes, modelling, scaffolding

Abstract

Past researches have shown that students use visual organizers to connect content and ideas in their writing. Graphic organizers serve as scaffolds to organize ideas in essays. The use of graphic organizers facilitates chunking of information and help in learning. Colour codes act as scaffolds (templates) for writers to transfer the information from the graphic organizers into paragraphs. The whole act of scaffolding knowledge to form new knowledge provides a learning experience to the learner. This research explores yet an alternative method for writers to learn to write paragraphs using colour codes as scaffolds. This method is rooted from the concepts of Selective Attention embedding colour codes as scaffolds. Colour codes are used to focus the learners’ attention during the learning of academic writing. Modelling is used so learners can imitate the expected behaviour by the teachers. Graphic organizers are used as scaffolds for learners to write their essay. After one semester of using the techniques such as modelling, and scaffolding in the writing classroom, learners were asked to respond to a survey. 32 students participated in this action research. They responded to a questionnaire to reveal what they feel about this approach to ESL academic writing. The findings of this study reveal how students perceive learning ESL academic writing using the selective attention writing approach.

 

Article visualizations:

Hit counter

DOI

Author Biography

  • Noor Hanim Rahmat, Akademi Pengajian Bahasa, Universiti Teknologi MARA, Shah Alam, Malaysia

    Dr. Noor Hanim Rahmat, an associate professor at the Akademi Pengajian Bahasa, Universiti Teknologi MARA. She has taught in UiTM for the past 25 years. Her research interest is TESL methodology, especially in the teaching of writing. She has written several research articles and books in the teaching and learning of English as a second language.

References

Barkaoui, K. (2007) Teaching Writing to Second Language Learners: Insights form Theory and Research. TESL Reporter, 40(1), pp 35-48. Retrieved from https://journals.lib.byu.edu/spc/index.php/TESL/article/viewFile/32304/30503

Engelbrecht, K. (2003) The Impact of Colour on Learning. Perkins& Will. Retrieved from http:///sdpl.coe.uga.edu/HTML/w305/pdf

Fadda, H. A. (2011) Difficulties in Academic Writing: From the Perspective of King Saud University Postgraduate Students. English Language Teaching, Vol 5(3). Retrieved from www.ccsenet.org/elt

Firestone, M. (2015) Scaffolding in Education: Definition, Theory and Examples. Retrieved from http://education-portal.com/academy/lesson/scaffolding-in-education-theory-examples.html#lesson

Gutierrez, K. (2014) 6 Ways Colour Psychology Can Be Used to Design Effective eLearning. SHIFT’s eLearning Blog. Retrieved from.

http://info.shifel....learning.com/blog/bid/348188/6-Ways-Color-Psychology-Can-Be-Used-to-Design-Effective-eLearning

Lee, N. S. and Tajino, A. (2008) Understanding Students’ perceptions of Difficulty with Academic Writing for Teacher Development. Retrieved from http://www.highedu.kyoto-u.ac.jp/kiyou/data/kiyou14/01_nancy.pdf

Mariam Adawiah Dzulkifli and Muhammad Faiz Mustafar (2013) The Influence of Colour on Memory Performance: A Review. The Malaysian Journal of Medical Sciences.20(2). pp 3-9. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3743993/

McLeod, S. (2012). Zone of Proximal Development. Simply Psychology. Retrieved from http://www.simplypsychology.org/Zone-of-Proximal-Development.html

Rahmat, N. H. (2014) Using Movies in the Writing Classroom: A Case Study of Malaysian ESL Learners. In Kucukler, A. and Icen, H. (Ed) Studies on the Teaching of Asian Languages in the 21st Century. UK: Cambridge Scholars Publishers.pp89-105

Rahmat, N. H. (2008) Peer Review in the Writing Classroom: A Case Study of Written and Oral Stances on Revision Behaviour among ESL Writers. Doctoral Thesis Dissertation. Universiti Kebangsaan Malaysia. Retrieved from http://malrep.uum.edu.my/rep/Record/uitm.eprints.4311

SadiqAbdulwahed Ahmed Ismail (Dr) (2011) Exploring Students’ Perceptions of ESl Writing. English Language Teaching. Vol 4(2). Retrieved from www.ccsenet.org/elt

Sharrock, T. (2008) The Effect of Graphic Organizers on Students’ Writing. Graphic

Organizers and Writing. Retrieved from https://commons.kennesaw.edu/gpc/sites/commons.kennesaw.edu.gpc/files/Paper%20Sharock_0.pdf

Virk, J. and Wik, H. (2011) Graphic Organizers: Cognitive Origins, Constructivist Implications. Retrieved from http://etec.ctit.ubc.ca/510wiki/Graphic_Organizers:_Cognitive_Origins_Constructivist_Implications

Zaini, S. H.., Mokhtar, S. Z. & Nawawi, M. (2010) The Effect of Graphic Organizer on Students’ Learning in School. Malaysian Journal of Educational Technology, 10(1), pp17-23.

Downloads

Published

2018-08-20

Issue

Vol 4, No 1 (2018)

Section

Articles

License

Authors who publish with this journal agree to the following terms:

 

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

 

  1. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

 

  1. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).