ENGLISH GRAMMAR AWARENESS FACILITATES L2 LEARNERS’ WRITING

Authors

  • Nor Syahiza Shahabani Akademi Pengajian Bahasa, Universiti Teknologi MARA, Shah Alam, Malaysia
  • Irma Wahyuny Ibrahim Akademi Pengajian Bahasa, Universiti Teknologi MARA, Shah Alam, Malaysia

DOI:

https://doi.org/10.46827/ejel.v6i4.3774

Keywords:

English grammar, English grammar awareness, writing

Abstract

“Words—so innocent and powerless as they are, as standing in a dictionary, how potent for good and evil they become in the hands of one who knows how to combine them”, Nathaniel Hawthorne (1804-1864). It is true that from just words can become a phrase then a sentence but what we may need to realize is how hard and challenging it is to make the sentence right. To face the real world, writing is the most challenging skill to teach for language teachers mainly because students take time to grasp and digest the knowledge of writing skill. To make matters worse, writing test is also the most popular means of test for placement in entering schools and universities. Due to this reason, L2 learners crave to write clearly and accurately in English. Undeniably, how a person writes with acceptable choice of words and correct grammar represents the L2 learner’s competency in English Language. This study is done to explore the importance of having English grammar awareness to facilitate L2 learners in their writing activities. The study thus aims to determine how grammar awareness amongst the L2 and other support systems such as English classes & facilities help facilitating L2 writing. 84 undergraduate students answered the questionnaire. The quantitative data have been analysed at the end of the research. Some of the findings are 75% of the respondents indicated that they were still unsure on the use of proper grammar in writing despite 94% of the respondents agreed and strongly agreed that they understood when the instructor/teacher taught them English Grammar. The mix-up results in the findings have shown some drawbacks in the teaching and learning practices. Moreover, only 63% of the participants answered agree and strongly agree that their learning institution has an English classroom that is conducive for learning (self-access centre), which can be considered as not satisfactory since English Language is the second language in Malaysia. It is hoped that the government of Malaysia could provide complete conducive learning centre for schools and universities.

Article visualizations:

Hit counter

Author Biographies

  • Nor Syahiza Shahabani, Akademi Pengajian Bahasa, Universiti Teknologi MARA, Shah Alam, Malaysia
    Nor Syahiza Shahabani is an English lecturer at the Akademi Pengajian Bahasa, Universiti Teknologi MARA, Malaysia. Taught English for 25 years to school and university students. Currently pursuing her PhD on Syntax and Instructional Design. Research interest includes Syntax, Instructional Design and ESP.
  • Irma Wahyuny Ibrahim, Akademi Pengajian Bahasa, Universiti Teknologi MARA, Shah Alam, Malaysia
    Irma Wahyuny Ibrahim is an English lecturer at the Akademi Pengajian Bahasa, Universiti Teknologi MARA, Malaysia. Taught English for 24 years to Secondary School and university students. Her research interest includes ESP, TESL methodology and Linguistics.

References

Abushariefeh, A. A. (2016). The importance of the inclusion of pragmatics in the English as a second language (ESL) classroom: Maximizing the communicative competence of Arabic-speaking English language learners (Order No. 10250746). Available from Education

Collection. (1876958125). Retrieved from http://search.proquest.com.ezaccess.library.uitm.edu.my/docview/1876958125?accountid=42518

Alizadeh, I. (2018). Exploring language learners’ perception of the effectiveness of an English language teaching (ELT) program in Iran. Cogent Education, 5(1) doi: http://dx.doi.org.ezaccess.library.uitm.edu.my/10.1080/2331186X.2018.1553652 Al-Shukri, A. (2016). From belief to action: Omani EFL teachers' self-efficacy in relation to their teaching of English as a foreign language (Order No. 10247952). Available from Education Collection. (1885003407). Retrieved from http://search.proquest.com.ezaccess.library.uitm.edu.my/docview/1885003407?accountid=42518

Azman, H. (2016). Implementation and Challenges of English Language Education Reform in Malaysian Primary Schools. 3L: The Southeast Asian Journal of English Language Studies, Vol 22(3): 65 – 78. http://doi.org/10.17576/3L-2016-2203-05

Blake, M. F., MacArthur, C. A., Mrkich, S., Philippakos, Z. A., & Sancak-Marusa, I. (2016). Self-regulated strategy instruction in developmental writing courses: How to help basic writers become independent writers. Teaching English in the Two Year College, 44(2), 158-175. Retrieved from http://search.proquest.com.ezaccess.library.uitm.edu.my/docview/1857283779?accountid=42518

Boissiere, M. (2004). Determinants of Primary Education Outcomes in Developing Countries. Background Paper for the Evaluation of the World Bank's Support to Primary Education. Washington, DC, World Bank. (Report, 39157.). Retrieved from http://documents1.worldbank.org/curated/en/111011468162550538/pdf/391570educatio1eterminants01PUBLIC1.pdf

Çerçi, A. (2017). An investigation of lexical progress of teaching foreign languages (TFL) learners in terms of part-of-speech. Educational Research and Reviews, 12(6), 312-322. Retrieved from http://search.proquest.com.ezaccess.library.uitm.edu.my/docview/1913349900?accountid=42518

Chen, C. (2020). A study on positive transfer of native language and second language teaching methods. Theory and Practice in Language Studies, 10(3), 306-312. doi: http://dx.doi.org.ezaccess.library.uitm.edu.my/10.17507/tpls.1003.06

Chenowith, N. H. (2017). A multicase study of second language writing instruction for emergent multilingual adolescents (Order No. 10597683). Available from Education Collection. (1900241888). Retrieved from http://search.proquest.com.ezaccess.library.uitm.edu.my/docview/1900241888?accountid=42518

Chowdhury, N. S. (2015). Observing Writing Classes to Explore Students’ Writing Problems: A Secondary Level Scenario of EFL Class. Retrieved from https://core.ac.uk/download/pdf/61807394.pdf

Darling-Hammond, L., et al (2017). Effective Teacher Professional Development. Learning Policy Institute. 4 -76. Retrieved from https://learningpolicyinstitute.org/sites /default/files/product_files/Effective_Teacher_Professional_Development_REPORT.pdf

Finn, H. B. (2017). Linking the past to the present: Using literacy narratives to raise ESL students' awareness about reading and writing relationships. Teaching English in the Two Year College, 44(3), 276-288. Retrieved from http://search.proquest.com.ezaccess.library.uitm.edu.my/docview/1878116143?accountid=42518

Galaczi, E., et al. (2018). Teacher Professional Development. Cambridge Assessment English Perspectives. 1-36. Retrieved from https://www.cambridgeenglish.org/Images /539683-perspectives-teacher-professional-development.pdf

Goff, B. (2018). The process of change in the teaching and learning of writing about literature in an 110RW1S34RfeSDcfkexd09rT3th1RW1S34RfeSDcfkexd09rT3 grade honors English language arts classroom (Order No. 13834466). Available from Education Collection. (2184245043). Retrieved from http://search.proquest.com.ezaccess.library.uitm.edu.my/docview/2184245043?accountid=42518

Goldstein, D (2017). Why Kids Can’t Write. Education Life. The New York Times. 8. Retrieved from https://www.nytimes.com/2017/08/02/education/edlife/writing-education-grammar-students-children.html

Irfan, A. R., & Kadiwal, L. (2016). Analysing institutional influences on teaching–learning practices of English as second language programme in a Pakistani university. Cogent Education, 3(1) doi: http://dx.doi.org.ezaccess.library.uitm.edu.my/10.1080/2331186X.2016.1160606

Johnson, C., Subbian, A., Bhojwani, H., & Bishop, R. (2018). Icommons: A Future-Focused International School in Mumbai, India. Knowledge Quest, 46(4), 42-47. Retrieved from http://search.proquest.com.ezaccess.library.uitm.edu.my/docview/2011213093?accountid=42518

Kanakri, A. (2017). Examining second language instruction at the higher education level: A multicase study (Order No. 10753551). Available from Education Collection. (2009413215). Retrieved from http://search.proquest.com.ezaccess.library.uitm.edu.my/docview/2009413215?accountid=42518

Kepol, N. (2017). Quality Malaysian English language teachers: Examining a policy strategy. Malaysian Journal of Learning and Instruction, 14(1), 187-209. Retrieved from http://search.proquest.com.ezaccess.library.uitm.edu.my/docview/1941337266?accountid=42518

Kiasi, M. A., & Alavi, S. L. (2016). Procedural rhetoric: An alternative to traditional academic writing programs. Theory and Practice in Language Studies, 6(12), 2309-2319. doi: http://dx.doi.org.ezaccess.library.uitm.edu.my/10.17507/tpls.0612.11

Kwok, W. Y. (2016). Exploration of pedagogical use of social learning platform and word processing productivity tool in peer-assessment and self-editing tasks in elementary English writing classrooms (Order No. 10253219). Available from Education Collection. (1911322984). Retrieved from http://search.proquest.com.ezaccess.library.uitm.edu.my/docview/1911322984?accountid=42518

Macken-Horarik, M., Love, K., & Horarik, S. (2018). Rethinking grammar in language arts: Insights from an Australian survey of teachers' subject knowledge. Research in the Teaching of English, 52(3), 288-316. Retrieved from http://search.proquest.com.ezaccess.library.uitm.edu.my/scholarly-journals/rethinking-grammar-language-arts-insights/docview/2007454310/se-2?accountid=42518

Malloy, D. G. (2016). How preservice teachers' attitudes and beliefs about writing inform their view of writing instruction: A case study (Order No. 10243983). Available from Education Collection. (1877652293). Retrieved from http://search.proquest.com.ezaccess.library.uitm.edu.my/docview/1877652293?accountid=42518

Mat Saad, N.S., & Md Yunus, M. (2015). Environmental Conditions for English Language Learning in Malaysia. European Journal of Language and Literature Studies, 1 (3).99-108. Retrieved from http://journals.euser.org/files/articles/ejls_sep_dec_15/Noor.Pdf

Marzban, A., & Jalali, F. E. (2016). The interrelationship among L1 writing skills, L2 writing skills, and L2 proficiency of Iranian EFL learners at different proficiency levels. Theory and Practice in Language Studies, 6(7), 1364-1371. doi: http://dx.doi.org.ezaccess.library.uitm.edu.my/10.17507/tpls.0607.05

Mavunga, G. (2017). The culture of employee learning at the university of Johannesburg: The case of administrative assistants for university academic work (Order No. 28284689). Available from ProQuest Dissertations & Theses Global. (2528503989).

Mejia-Hudson, Y. (2016). Developing writing for young English language learners in structured English immersion programs (Order No. 10252159). Available from Education Collection. (1867557683). Retrieved from http://search.proquest.com.ezaccess.library.uitm.edu.my/docview/1867557683?accountid=42518

Mirzaie Rizi, B., et al. (2014). Deficiencies in teaching and learning English as a foreign/second language in the secondary schools of India and Iran. IMPACT: International Journal of Research in Humanities, 2(6), 5-14. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.678.9616&rep=rep1&type=pdf

Monsour, K. J. (2016). Teachers' perceptions about using literary theories to promote critical thinking (Order No. 10142744). Available from Education Collection. (1823256720). Retrieved from http://search.proquest.com.ezaccess.library.uitm.edu.my/docview/1823256720?accountid=42518

Ngeow, S. (2019). We need good English teachers. The Star Online. Retrieved from https://www.thestar.com.my/opinion/letters/2019/05/20/we-need-good-english-teachers/

Noor, S. S., & Murtaza, S. F. (2018). English language use in Malaysian government and private civil engineering workplaces. International Journal of Education & Literacy Studies, 6(3), 84-91. doi: http://dx.doi.org.ezaccess.library.uitm.edu.my/10.7575/aiac.ijels.v.6n.3p.84

Onimaru, H. (2016). Students enjoy to learning and broaden their horizons with language at the library in the centre of the school. International Association of School Librarianship. Selected Papers from the ...Annual Conference, , 1-10. Retrieved from http://search.proquest.com.ezaccess.library.uitm.edu.my/docview/1928619558?accountid=42518

Ou, Q. (2019). Research on perception diversity in intercultural communication – with guasha treatment as a case study. Theory and Practice in Language Studies, 9(1), 82. doi: http://dx.doi.org.ezaccess.library.uitm.edu.my/10.17507/tpls.0901.13

Pham, T. T. M. (2017). Student language production, second language tasks, and instructional scaffolding in an English-based curriculum in Vietnam: Realities and hopes (Order No. 10282162). Available from Education Collection. (1940354145). Retrieved from http://search.proquest.com.ezaccess.library.uitm.edu.my/docview/1940354145?accountid=42518

Priven, D. (2020). "All these nouns together just don't make sense!": An investigation of EAP students' challenges with complex noun phrases in first-year college-level textbooks. The Canadian Journal of Applied Linguistics, 23(1), 93-116. Retrieved from http://search.proquest.com.ezaccess.library.uitm.edu.my/docview/2434432183?accountid=42518

Rahmat, N., Shahabani, N., & Ibrahim, I. (2020). Functions of Speaking in English Language & Speaking Anxiety. European Journal of English Language Teaching, 6(1). doi: http://dx.doi.org/10.46827/ejel.v6i1.3360

Rashid, R. A., Abdul Rahman, S. B., & Yunus, K. (2017). Reforms in the policy of English language teaching in Malaysia. Policy Futures in Education, Vol. 15(1) 100–112. DOI: 10.1177/1478210316679069

Rauf, A., & Saeed, M. (2019). Effect of reconstruction activities on intermediate level students' English writing skills. Journal of Educational Research, 22(2), 95. Retrieved from http://search.proquest.com.ezaccess.library.uitm.edu.my/scholarly-journals/effect-reconstruction-activities-on-intermediate/docview/2354064230/se-2?accountid=42518

Robinson, L. & Feng, J. (2016). Effect of Direct Grammar Instruction on Student Writing Skills. Eastern Educational Research Association Annual Conference 2016. Hilton Head. Retrieved from https://files.eric.ed.gov/fulltext/ED564336.pdf

Saddler, B. (2018). Writing a true sentence: Developing syntactical sophistication through sentence-level writing instruction. Perspectives on Language and Literacy, 44(2), 23-28. Retrieved from http://search.proquest.com.ezaccess.library.uitm.edu.my/docview/2082577637?accountid=42518

Sanchez Vega, L. F., & Lopez Pinzon, M. M. (2019). The effect of the process-based approach on the writing skills of bilingual elementary students. Latin American Journal of Content & Language Integrated Learning, 12(1), 72-98. doi: http://dx.doi.org.ezaccess.library.uitm.edu.my/10.5294/laclil.2019.12.1.4

Skoczylas, Z. (2016). Barriers to Korean, middle school, English language learners' achievement from teachers' perspectives (Order No. 10148400). Available from Education Collection. (1830780565). Retrieved from http://search.proquest.com.ezaccess.library.uitm.edu.my/docview/1830780565?accountid=42518

Souriyavongsa, T., et al. (2013). Factors Causes Students Low English Language Learning: A Case Study in the National University of Laos. International Journal of English Language Education, 1(1), 179-192. Retrieved from http://free-journal.umm.ac.id/files/file/3100-11854-2-PB.pdf

Souvannasy, B., Masashi, S., & Yukiko, H. (2008). Determinants and issues in student achievement in English at the Lao Secondary Education Level. The Asian EFL Journal, 10(1), 48-64. Retrieved from https://www.asian-efl-journal.com/main-editions-new/determinants-and-issues-in-student-achievement-in-english-at-the-lao-secondary-education-level/

Tahriri, A., Shabani, M., & Zokaei, S. (2016). EFL learners' attitudes toward writing instruction based on critical language awareness. Theory and Practice in Language Studies, 6(1), 127-133. doi: http://dx.doi.org.ezaccess.library.uitm.edu.my/10.17507/tpls.0601.17

Taylor, T. R. (2016). The role of authentic leadership and interpersonal trust in the language development success of middle school English language learners (Order No. 10123534). Available from Education Collection. (1795560161). Retrieved from http://search.proquest.com.ezaccess.library.uitm.edu.my/docview/1795560161?accountid=42518

UNESCO (2016). Every Child Should Have a Textbook. Global Education Monitoring Report: Policy Paper 23, 1-13. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000243321

Veloo, A., Aziz, N. H. A., & Yaacob, A. (2018). The most suitable scoring method to assess essay writing in ESL classrooms. Advances in Language and Literary Studies, 9(4), 19-25. Retrieved from http://search.proquest.com.ezaccess.library.uitm.edu.my/docview/2130850245?accountid=42518

Wang, M. (2016). The influences of multimodality on international Chinese students' identity negotiation while using L2 literacies skills (Order No. 10191890). Available from Education Collection. (1876941338). Retrieved from http://search.proquest.com.ezaccess.library.uitm.edu.my/docview/1876941338?accountid=42518

Zhou, C. (2018). Teaching model of college English grammar in intensive reading course. Kuram Ve Uygulamada Egitim Bilimleri, 18(6), 2617-2632. doi: http://dx.doi.org.ezaccess.library.uitm.edu.my/10.12738/estp.2018.6.162

Zhou, Z. (2017). The investigation of the English grammar learning strategy of high school students in China. Theory and Practice in Language Studies, 7(12), 1243-1248. doi: http://dx.doi.org.ezaccess.library.uitm.edu.my/10.17507/tpls.0712.11

Downloads

Published

2021-06-04

Issue

Vol. 6 No. 4 (2021)

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).