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Type :thesis
Subject :PE English
Main Author :Paul Gnanaselvam Pakirnathan
Title :The effect of teacher self-disclosure in improving ESL undergraduates argumentative essays
Place of Production :Tanjong Malim
Publisher :Fakulti Bahasa dan Komunikasi
Year of Publication :2021
Corporate Name :Universiti Pendidikan Sultan Idris
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Abstract : Universiti Pendidikan Sultan Idris
This study was undertaken to find out if teacher self-disclosure could positively effect English as  a Second Language (ESL) undergraduate students' writing performance in argumentative essays. Using  the mixed-methods intervention design. both quantitative and qualitative data were collected in  this study. 75 undergraduates from three tutorial groups from an academic writing course at a  Malaysian private institution of higher learning  were  selected  as  the  experimental  and   control  groups  through  purposive sampling. The quasi-experimental pre-test-post-test design was  employed to collect the undergraduates’ scores on argumentative essays while qualitative data were  gathered using three methods, which were observation, focus group interview and one-to-one  interview. The Pearson product-moment correlation and paired samples t-test were used for   quantitative  data  analysis  while  thematic  analysis  was  used  for  qualitative  data  analysis.  The  quantitative  results  indicated  a  significant  difference  in  the  post-test  argumentative writing scores obtained between students from the experimental groups, Tl  (t=   -8.35,  p

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