UPSI Digital Repository (UDRep)
Start | FAQ | About

QR Code Link :

Type :thesis
Subject :PE English
Main Author :Theva Manoharam Palanisamy
Title :An analysis on the impact of sociocultural elements utilised by students in scaffolding ESL writing
Place of Production :Tanjong Malim
Publisher :Fakulti Bahasa dan Komunikasi
Year of Publication :2022
Corporate Name :Universiti Pendidikan Sultan Idris
PDF Guest :Click to view PDF file

Abstract : Universiti Pendidikan Sultan Idris
This qualitative case study is sought to gain deeper understanding on the impact of sociocultural elements utilised by students in scaffolding their ESL writing in the Malaysian context. The study was carried out for two months in an upper secondary school in Kuala Selangor town catering for large English as Second Language (ESL) population. The participants of this study included three MUET teachers and six Malaysian Upper Six MUET students comprising three females and three males from the three main ethnicities in Malaysia. The researcher documented data through three sources: classroom observation of MUET students, interviews with MUET students and teachers, and finally by analysing their written protocols which is in the form of weekly written reflections. Findings indicated that the utilisation of sociocultural elements in their extended writing sessions not only improved the students’ written protocols but also gave them the confidence to write extensively with fewer errors. The study also implicated that sociocultural elements should be utilised by all the ESL teachers to enhance extended writing among the Malaysian ESL students.

References

Abdul Hameed Abdul Majid, Siti Hamin Stapa, Yuen Chee Keong (2015). Blended

scaffolding strategies through Facebook for learning and improving the

writing process and writing. Performance Knowledge for Social

Transformation & Development in the 21st Century. International

Conference on Social Sciences & Humanities (ICOSH-UKM2012)

 

Abdul Jalil Othman, (2007). Quality Teachers for Today and Tomorrow. Department

of Language and Literacy Faculty of Education, University Malaya,

Kuala Lumpur.

 

Abidin, M. J. Z., & Fong, C. L. (2012). The effect of writing process practice on the

writing quality of form one students: A case study. Asian Social Science, 8(3),

88. Academic essay. ELT Journal, 57, 158–166.

https://doi.org/10.1093/elt/57.2.158.

 

Adipattaranun, N. (1992). An examination of the variables in the writing process of

ESL/EFL students in a process-oriented freshman composition course.

Unpublished doctoral dissertation, Indiana University, Bloomington.

 

Afrizatama, D. (2016). Teaching reading through reciprocal teaching strategy. ELT

Perspective, Jurnal Pendidikan Bahasa Inggeris.

 

Ales, P. (2010). The language medium policy in Malaysia: A plural society model?

Review of European Studies, 2(2), 192-200.

 

Amel, V. (1982). Writing: The process of discovering meaning. TESOL Quarterly,

16, 195-209.

 

Applebee, A. N. (1980). A study of writing in secondary schools. Urbana, IL: The

National Council of Teachers of English.

 

Applebee, A. N. (1986). Problems in process approaches: Toward a

reconceptualization of process instruction. In Petrosky and Bartholomae

(Eds.), The teaching of writing: Eighty-fifth yearbook of the National

Society for the Study of Education (pp. 95-113). Chicago: University of

Chicago Press.

 

Applebee, A.N. & Langer, J.A. (2013). Writing Instruction that Works: Proven

Methods for Middle and High School Classrooms. NY: Teachers

College Press. (Translated into Chinese).

 

Applebee, A.N. (2000). Alternative models of writing development. In R. Indrisano &

J.R. Squire (Eds.), Perspectives on writing: Research, theory and practice (pp.

90- 110). Newark, NJ: International Reading Association.

 

Arndt, V. (1987). Six writers in search of texts: A protocol-based study of L1 and L3

writing. ELT Journal, 41(4), 257-267.

 

Asmah Haji Omar. (1992), “The Linguistic Scenery in Malaysia”, Dewan Bahasa dan

Pustaka. Kuala Lumpur

 

Asmah Hj. Omar (1974), Essays on Malaysian Linguistics, Kuala Lumpur: Dewan

Bahasa dan Pustaka.

 

Asmah Hj. Omar (1976), The Teaching of Malay in the Context of National

Language Planning, Kuala Lumpur: Dewan Bahasa dan Pustaka.

 

Atkinson, D. (2003). L2 writing in the post-process era: An introduction. Journal of

Second Language Writing, 12, 3–15.

 

Atwell, N. (1998). In the middle: New understandings about writing, reading, and

learning. NH: Heinemann.

 

Atwell, N. (2002). Lessons that change writers. Portsmouth, NH: Heinemann.Teach

"mini lessons" as Nancie Atwell (1998)

 

Author John Finley Scott. (1st October 2008). Internalisation of norms: a sociological

theory of moral commitment, Psychology / Interpersonal Relations, (Digitised

on 1st Oct 2008) Original from the University of Michigan (Prentice-Hall,

1971)

 

Badger, R., & White, G. (2000). A process genre approach to teaching writing. ELT

journal, 54(2), 153-160.

 

Baker, S.; Gersten, R.; Scanlon, D. Procedural facilitators and cognitive strategies:

Tools for unraveling the mysteries of comprehension and the writing process

and for providing meaningful access to the general education curriculum.

Learn. Disabil. Res. Pract. 2002, 17, 65–77

 

Bakhtin, M. (1981). The dialogic imagination. Austin, TX: University of Texas Press.

 

Bereiter, C., & Scardamalia, M. (1987). The psychology of written

composition. Hillsdale, NJ: Erlbaum.

 

Ball, A. F. (2006). Teaching writing in culturally diverse classrooms. In MacArthur,

C.A., Graham, S., & Fitzgerald, J. (Eds.), Handbook of writing research (pp.

293- 310). New York: The Guilford Press.

 

Bardovi-Harlig, K. (1995). A narrative perspective on the development of the

tense/aspect system in second language acquisition. Studies in Second

Language Acquisition, 17(02), 263-291.

 

Barnard, Roger, and Lucy Campbell. "Sociocultural theory and the teaching of

process writing: The scaffolding of learning in a university context."

(2005): 76-88. Chicago

 

Barron, V. and Menken, K. (2002), “What are the characteristics of the shortage of

qualified teachers to teach English language learners?”, www. ncela. fwu.edu

/ pubs / reports / teacher prep/teacherprep.pdf (accessed 27 November 2014).

 

Battaineh, K. (2005). Interference and structural difference in the EFL context of

Arab students. FORUM. Vol 40:No.5.

 

Bayat, N. (2014). The Effect of the Writing Process Approach on Writing Success and

Anxiety. Educational Sciences: Theory and Practice, 14(3), 1133-1141.

 

Beaudoin, M.F. 2006. Perspectives on Higher education in the digital age. New

York: Nova Science Publishers.

 

Bell, J. S. (1995). The relationship between L1 & L2 literacy: Some complicating

factors. TESOL Quarterly 29, 687-704.

 

Belland, B.R. Instructional Scaffolding in STEM Education: Strategies and Efficacy

Evidence; Springer: Cham, Switzerland, 2017.

 

Belland, B.R.; Glazewski, K.D.; Richardson, J.C. A scaffolding framework to support

the construction of evidence-based arguments among middle school

students. Educ. Technol. Res. Dev. 2008, 56, 401–422.

 

Belland, B.R.; Kim, C.; Hannafin, M. A framework for designing scaffolds that

improve motivation and cognition. Educ. Psychol. 2013, 48, 243–270.

 

Benko, S. (2012-13). Scaffolding: An on-going process to support adolescent writing

development. Journal of Adolescent & Adult Literacy, 56 (4), 291-300.

 

Berg, C. (1999). The effects of trained peer response on ESL students' revision types

and writing quality. Journal of Second Language Writing, 8, 215-41.

Beriter, C., & Scardamalia, M. (1987). The psychology of written composition.

Hillsdale, NJ: Lawrence Erlbaum.

 

Blake, R. J. (2008). Brave New Digital Classroom: Technology and Foreign

Language Learning. Georgetown, Washington, D.C.: Georgetown

University Press. Blanton.

 

Bley-Vroman, R.W., Felix, S., & Ioup, G.L. (1988). The accessibility of Universal

Grammar in adult language learning. Second Language Research, 4 (1), 1-32.

 

Bliss, J., & Askew, M. (1996). Effective teaching and learning: Scaffolding

revisited. Oxford Review of education, 22 (1), 37-61.

 

Bodrova, E., & Leong, D. (1998). Scaffolding emergent writing in the zone of

proximal development. Literacy, Teaching and Learning, 3(2), 1-18.

 

Bogdan, R.C., & Biklen, S.K. (2007) Qualitative research for education: An

introduction to theory and methods (4th ed.). :Merrill

 

Borg, S. (2003) Teacher cognition in language teaching: A review of research on

what language teachers think, know, believe, and do. Language Teaching

36, 81–109.

 

Borich, G. (1996). Effective teaching methods. (3rd ed.). New York: Macmillan.

 

Braddock, R. R., Lloyd-Jones, R., & Schoer, L. (1963). Research in written

composition (p. 142). Champaign, IL: National Council of Teachers of

English

 

Braddock, R., Lloyd-Jones, R. and Schoer, L., 1963. Research in Written Composition

Urbana. National Council of Teachers of English, Harvard.

 

Braddock, Richard, Richard Lloyd-Jones, and Lowell Schoer. Research in Written

Composition. Champaign: NCTE, 1963.

 

Bransford, J., Brown, A., & Cocking, R. (2000). How People Learn: Brain, Mind, and

Briddwell, L. (1980). Revising strategies in twelfth grade students’

transactional writing. Research in the Teaching of English, 14, 197-222.

 

Bransford, J., Brown, A., & Cocking, R. 2000. How People Learn: Brain, Mind, and

Experience & School. Washington, DC: National Academy Press.

 

Brine, J. W., Johnson, E. M., Franken, M., & Campbell, L. (2002). Collaborative

second language writing: an activity analysis of web conferencing. In

Kinshuk, et al. (Eds.), Proceedings of the International Conference on

Computers in Education, 668-669. Los Alamitos, CA: ICCE Computer

Society (07695-1509-6).

 

Brooks, L.; Swain, M. Languaging in Collaborative Writing: Creation of and

Response to Expertise. In Multiple Perspectives on Interaction in SLA;

Mackey, A., Polio, C., Eds.; Lawrence Erlbaum: Mahwah, NJ, USA, 2009;

pp. 58–89.

 

Brown, C. (2000). The interrelation between speech production and phonological

acquisition from infant to child. In Archibald, J. (Ed), Second language

acquisition and linguistic theory (pp. 4-63). Oxford: Blackwell.

 

Brown, H. D. (1994). Teaching by principles: An interactive approach to language

pedagogy. London: Prentice Hall Regents.

 

Brown, H. D. (2000). Principles of language learning and teaching (4th ed.). New

York: Longman.

 

Burns, R.B. (1997). Introduction to research methods (3rd ed.). New York: Longman.

 

Byrnes, B. 2001, Second Edition. Cognitive Development and Learning in

Instructional Contexts. Allyn and Bacon: Needham Heights, M.A.

 

C. Adger, C. E. Snow, & D. Christian (Eds.), What teachers need to know about

Language (pp. 7-54). McHenry, IL and Washington, DC: Delta Systems and

Center for Applied Linguistics.

 

Calkins, L. (1991). Living between the lines. Portsmouth, NH: Heinemann.

Cambridge: Cambridge University Press.

 

Calkins, L. (1994). The art of teaching writing (2nd ed.). Portsmouth, NH:

Heinemann. Cambridge: Cambridge University Press.

 

Campbell D. J. (2008).. The Learning Theory Podcast. Episode 4. Retrieved January

15, 2009, from http://www.dancampbell.us/podcast/LTP-

4_Vygotsky_ZPD.pdf

 

Cassidy, J., & Shaver, P. R. (Eds.) (2008). Handbook of attachment: Theory, research

and clinical applications (2nd ed.). New York: Guilford Publications.

 

Celce-Murcia, M. 2001. Teaching English as a second or foreign language (3rd. Ed.).

Boston: Heinle & Heinle.

 

Chai, C. (2006). Writing plan quality: relevance to writing scores. Assessing Writing,

11 (3), 198-223.

 

Chan, S. H., & Helen, T. (2006). English for Mathematics and Science:

Current Malaysian Language-in-education policies and practices.

Language and Education, 20(4), 306 - 321.

 

Charanjit Kaur Swaran Singh, Tunku Mohani Tunku Mohtar, Napisah Kepol, Nadiah

Yan Abdullah, Mazyanie Mat, Sasigaran Moneyam, Tarsame Singh Masa

Singh, Eng Tek Ong, Melor Md Yunus, Ilmi Zajuli Ichsan, Henita

Rahmayanti. (2020). ESL Teachers' Scaffolding Strategies to Teach Writing.

Universal Journal of Educational Research. 3064-3076.

10.13189/ujer.2020.080735.

 

Chenail, R.J. (1997). Keeping things plumb in qualitative research. Retrieved March,

24, 2008, from http://www.nova.edu/ssss/QR/QR3-3/plumb.html

 

Chenoweth, A., & Hayes, J. (2001). Fluency in writing: Generating text in L1 and L2.

Written Communication, 18, 80-98.

 

Chenoweth, A., & Hayes, J. (2003). The inner voice in writing. Written

Communication, 20 (1), 99-118.

 

Chi Zhang (2019). Loyalty, Filial Piety, and Multiple “Chinas” in the Japanese

Cultural Imagination, 12th - 16th Centuries, Submitted in partial

fulfillment of the requirements for the degree of Doctor of Philosophy in

the Graduate School of Arts and Sciences, Columbia University, New

York City.

 

Chiew Hong Ng and Yin Ling Cheung. (2018). Mediation in a Socio-Cognitive

Approach to Writing for Elementary Students: Instructional Scaffolding.

English Language and Literature Academic Group, National Institute of

Education, Nanyang Technological University, Singapore 637616,

Singapore. Educ. Sci. 2018, 8(3), 92; https://doi.

org/10.3390/educsci8030092

 

Chitravelu, Nesamalar, Sithambaram, Saratha and Teh Soo Choon. (2005). ELT

Methodology Principles and Practice. Shah Alam: Penerbit Fajar Bakti.

 

Chomsky, N. (1965). Aspects of the theory of syntax. Cambridge: MIT Press.

 

Chomsky, N. (1980). On binding. Linguistic Inquiry, 11, 1-46.

 

Chomsky, N. (1986). Barriers. Linguistic Inquiry Monograph Thirteen. Cambridge:

M.I.T. Press.

 

Chou, L. (2011). An investigation of Taiwanese doctoral students' academic writing

at a U.S. University. Higher Education Studies, 1(2), 47-60.

 

Clark, K. F., & Graves, M. F. (2005). Scaffolding students' comprehension of text.

The Reading Teacher 58(6), 570-580.

 

Cole, M. (1996). Cultural psychology: A once and future discipline. Cambridge, MA:

Harvard University Press.

 

Cole, M., & Engestrom, Y (1993). A cultural Approach to Distributed Cognition. In

G. Salomon (Ed.), Distributed cognitions: Psychological and educational

considerations (pp. 1-46). New York: Cambridge University Press.

 

Conner, U., & Farmer, M. (1990). The teaching of topical analysis as a revision

strategy: An exploratory study. In B. Kroll (Ed.), Second language

writing: Research insight for the classroom (pp.129–35). New York:

Cambridge University Press.

 

Conner, U., & Kaplan, R. (1987). Writing across languages: Analysis of L2 test.

Reading, MA: Addison-Wesley.

 

Connor, U. (1996). Contrastive rhetoric: Cross-cultural aspects of second-language

writing. Cambridge: Cambridge University Press.

 

Conole, G. Oliver, M. Falconer, I, Littlejohn, A., & Harvey, J. 2007. Designing for

learning. In G. Conole & M. Oliver (Eds.), Contemporary Perspectives in e

learning research: Themes, methods and impact on practice. Cambridge:

Routledge Falmer.

 

Cook, V. & Newson, M. (1996). Chomsky's universal grammar. Oxford: Blackwell.

 

Cooper, M., & Holzman. M. (1989). Writing as social action. Portsmouth, NH:

Boynton.

 

Cope, B., & Kalantzis, M. (Eds.) (1993). The powers of literacy: A genre approach to

teaching writing. London: Falmer Press.

 

Cope, B., & Kalantzis, M. (Eds.) (2000). Multiliteracies. London: Routledge.

 

Copple, C., & Bredekamp, S. (Eds.) (2009). Developmentally appropriate practice in

early childhood programs (3rd Edition). Washington, DC: National

Association for the Education of Young Children.

 

Cotterall, S., & Cohen, R. (2003). Scaffolding for second language writers:

Producing an Crawford, K. (1996) Vygotskian approaches to human

development in the information era. Educational Studies in Mathematics,

31, 43-62.

 

Creemers, B. P. M. & Reezigt, G. J. (1999). The role of school and classroom climate

in elementary school learning environments. (pp. 98-129) In H. J.

Freiberg (Ed.), School Climate. Measuring, Improving and Sustaining

Healthy Learning Environments. London: Falmer Press.

 

Creswell, A. (2000). Self-monitoring in student writing: Developing learner

responsibility. ELT Journal, 54, 235-244.Cumming, A. (1989). Writing

expertise and second language proficiency. Language Learning, 39, 81-

141.

 

Creswell, J. W. (1998). Qualitative inquiry and research design: Choosing among

five traditions. Thousand Oaks, CA: Sage Publications.

 

Cummins, J. (1989). Empowering minority students. Sacramento, CA: California

Association for Bilingual Education.

 

Cummins, J. (1999). Alternative paradigms in bilingual educational research: Does

theory have a place? Educational Researcher, 28 (7), 26-32.

 

D. Wood, J. Bruner, G. Ross, (1976). The Role of Tutoring in Problem Solving,

Journal.

 

Danielson, C., & Abrutyn, L. (1997). An introduction to using portfolios in the

classroom. Alexandria, VA: Association for Supervision and Curriculum

Development.

 

Day, A. G. (1947). Writer's magic. Bulletin of the American Association of University

Professors (1915-1955), 33(2), 269-278.

 

Demetriadis, S.N., Papadopoulos, P.M. Stamalos, I.G., & Fischer, F. 2007. The effects

of Scaffolding students’ context-generating cognitive activity in

technology enhanced Case-based learning. Computers & Education, 51(2):

939-954

 

Denzin N. K., & Lincoln Y. S. (Eds.) (1994). Handbook of qualitative research.

Thousand Oaks, CA: Sage.

 

Denzin N. K., & Lincoln Y. S. (Eds.) (2000). Handbook of qualitative research (2nd

ed.). Thousand Oaks, CA: Sage.

 

Denzin, N. K. (1978). The research act: A theoretical introduction to sociological

methods (2nd ed.). New York: McGraw-Hill.

 

Derewianka, B.; Jones, P. Teaching Language in Context; Oxford University Press:

Melbourne, Australia, 2013.

 

Dewey, J., 2004. Democracy and Education: An introduction to the philosophy of

education. Delhi: AAKAR BOOKS.

 

Diaz-Rico, L.T., & Weed, K.Z. (2002). The cross-cultural, language, and academic

development handbook: A complete K-12 reference guide (2nd ed.). Boston:

Ally & Bacon.

 

Donato, R. (2000). Sociocultural contributions to understanding the foreign and

second language classroom. In J. P. Lantolf (Ed.), Sociocultural

theory and second language learning (pp. 27–50). Oxford: Oxford

University Press.

 

Dr. Clement I. Fernandez K.M.N., A.M.N., P.I.S, Mind Science Association of

Malaysia.

 

Dragan, P.B. (2005). A how-to guide for teaching English language learners in the

primary classrooms. Portsmouth, NH: Heinemann.

 

Draper, A. K. (2004). The principles and application of qualitative research.

Proceedings of the Nutrition Society, 63(04), 641-646.

 

Dulay, H.C., & Burt, M.K. (1972) Goofing: An indicator of children's second

language learning strategies. Language Learning, 22, 235-252.

 

Dyson, A. H., & Freedman, S. W. (2003). Writing. In J. Flood, D. Lapp, J. R. Squire,

& J. M. Jensen (Eds.), Handbook of research on teaching the English

language arts (2nd ed) (pp. 967- 992). Mahwah, NJ: Lawrence Erlbaum.

 

Dyson, A. H., & Genishi, C. (2005). The case: Approaches to language and literacy

research. New York: Teachers College Press.

 

Eight approaches to teaching composition (pp. 3-20). Writing without teachers.

Urbana, IL: National Council Elbow, P. (1998). New York: Oxford UP.

 

Elicker, J. (1995). A knitting tale: Reflections on scaffolding. Childhood Education,

72(1), 29-32.

 

Ellis, E. S. (2000). Project-based learning strategies for differentiation instruction.

The ‘Makes Sense’ Accommodation Series. Tuscaloosa, AL: Masterminds,

LLC.

 

Ellis, R. (1986). Understanding second language acquisition. Oxford: Oxford

University Press.

 

Ellis, R. (2008). The study of second language acquisition.2nd ed. Oxford, UK: Oxford

University Press.

 

Emig, J. (1971). The composing processes of twelfth graders. Urbana, IL: The

National Council of Teachers of English.

 

Emig, J. (1977). Writing as a mode of learning. College Composition and

Communication, 28, 122-28.

 

Eng.C. (Tuesday April 20th 2010). Malaysian English for Dummies? An article

adapted from http://www.encyclopedia.com/doc/1O29-

MALAYSIANENGLISH.html

 

Engeström, Y. (1987). Learning by expanding: An activity-theoretical approach to

developmental research (Helsinki, Orienta-Konsultit).

 

Engeström, Y. (1999) Innovative learning in work teams: analysing cycles of

knowledge creation in practice, in: Y. ENGESTRÖM et al (Eds.)

Perspectives on Activity Theory, (Cambridge, Cambridge University

Press), 377-406.

 

Englert, C.S., Wu, X., & Zhao, Y. 2005. Cognitive tool for writing: Scaffolding the

Performance of students through technology. Learning Disabilities Research

& Practice, 20(2): 184-198.

 

Ericsson, K., & Simon, H. (1980). Verbal reports as data. Psychological Review, 87

(3), 215- 251

 

Ericsson, K., & Simon, H. (1993). Protocol analysis: Verbal reports as data (2nd

ed.). Boston: MIT Press.

 

Erlandson, D. A., Harris, E. L., Skipper, B. L., & Allen, S.D. (1993). Doing

naturalistic inquiry: A guide to methods. Newbury Park, CA: Sage.

 

Evetts, J. 2009. The Management of Professionalism: a contemporary paradox. In: S.

Gewirtz, P. Manony, I. Hextall, and A. Cribb, ed. Changing Teacher

Professionalism. International trends, challenges and the way forward: 19-30.

Oxon: Routledge.

 

Farrell, T. S. C. (2006). Succeeding with English language learners: A guide for

beginning teachers. Thousand Oaks, CA: Corwin Press.

 

Fathman, A. (1975). The relationship between age and second language productive

ability. Language Learning, 25, 245-253.

 

Fathman, A.K., Whalley, E. (1990). Teacher response to student writing: Focus on

form versus content. In B. Kroll (Ed.), Second Language Writing (pp. 178-

190). Cambridge, UK: Cambridge University Press.

 

Feagin, J., Orum, A., & Sjoberg, G. (Eds.). 1991. A case for case study. Chapel Hill,

NC: University of North Carolina Press.

 

Ferris, D. (1997). The influence of teacher commentary on student revision. TESOL

Quarterly, 31, 315-339.

 

Ferris, D., & Hedgcock, J. (2005). Teaching ESL composition. Purpose, Process, and

Practice. London: Lawrence Erlbaum.

 

Fillmore, L. W., & Snow, C. E. (2002). What teachers need to know about language.

 

Flower, L. S. (1989). Problem solving strategies for writing (3rd ed.). San Diego, CA:

Harcourt Brace Jovanovich.

 

Flower, L. S., & Hayes, J. R. (1980). The dynamics of composing: making plans and

juggling constraints. In L. W. Gregg & E. R. Steinberg (Eds.), Cognitive

Processes in Writing (pp. 31-50). Hillsdale, N.J: Lawrence Erlbaum.

 

Flower, L. S., & Hayes, J. R. (1981). A cognitive process theory of writing. College

Composition and Communication, 32, 365–387.

 

Freedman, S.W., & Dyson, A. H. (1987). Research in writing: Past, present, and

future (Technical Report). Berkeley, CA: Centre for the Study of Reading and

Writing.

 

Freeman, D. (1996). Renaming experience/reconstructing practice: Developing new

understandings of teaching. In D. Freeman, & J.C. Richards. (Eds.), Teacher

learning in language teaching (pp. 221 - 241). New York: Cambridge

University Press.

 

Freeman, D. E., & Freeman, Y.S. (2001). Between worlds: Access to second language

acquisition (2nd ed.). Portsmouth, NH: Heinemann.

 

Freiberg, H. J. (1999). Three creative ways to measure school climate and next steps.

 

Gass, S., & Selinker, L. (2001). Second language acquisition: An introduction course.

(2nd ed.). Mahwah, NJ: Lawrence Erlbaum.

 

Gerlach, J.M. (1994). Is this collaboration? In K. Bosworth and S. Hamilton (Eds.),

Collaborative Learning: Underlying Processes and Effective Techniques. (pp.

5- 13). San Francisco: Jossey-Bass Publishers.

 

Ghabool, N., & Kashef, S. H. (2012). Investigating Malaysian ESL students' writing

problems on conventions, punctuation, and language use at secondary school

level. Journal of Studies in Education, 2(3), 130-143.

 

Gholami Pasand, Parastou & Tahriri, Abdorreza. (2017). Peer Scaffolding in an EFL

Writing Classroom: An Investigation of Writing Accuracy and Scaffolding

Behaviours. Research in English Language Pedagogy. 5. 147-166.

 

Gibbons, P. (2002). Scaffolding language scaffolding learning: Teaching second

language learners in the mainstream classroom. Heinemann: Portsmouth, NH.

 

Gibbons, P. (2009) English Learners Academic Literacy and Thinking: Learning in

the Challenge Zone; Heinemann: Portsmouth, UK.

 

Gill, S.K. (2009). Globalisation of Language and culture in Asia-London Continuum.

Glaser, B.G.; Strauss, A.L. The Discovery of Grounded Theory: Strategies for

Qualitative Research; Aldine: Chicago, IL, USA, 1967

 

Goldstein, Arnold A.; Carr, Peggy G. (1996). Can Students Benefit from Process

Writing? National Center for Education Statistics (ED), Washington, DC.

 

Graham, S., & Sandmel, K. (2011). The writing process approach: A meta-analysis.

The Journal of Educational Research, 104(6), 396-407.

 

Graves, D. (2013). A researcher learns to write. Portsmouth, NH: Heinemann

Educational Books.

 

Griffith, K. (2006). Writing essays about literature: A guide and style sheet. Boston,

Mass.: Thomson Wadsworth

 

Guba, E. G. (2000). Investigative journalism. In N.L. Smith (Ed.), New techniques for

evaluation (pp.161-262). Beverly Hills, CA: Sage Publications.

 

Guest, G. & Macqueen, K., M. (2008). Handbook for team-based qualitative

research. Rowman Altamira.

 

Halliday, M.A.K. An Introduction to Functional Grammar, 2nd ed.; Edward Arnold:

London, UK, 1994.

 

Hargreaves, A. 2000. Four ages of professionalism and professional learning.

Teachers and Teaching: History and Practice, 6 (2): 151-182.

 

Hartman, H. (2002). Scaffolding & Cooperative Learning. Human Learning and

Instruction (pp. 23-69). New York: City College of City University of New

York.

 

Hayes, J., & Flower, L. (1987). On the structure of the writing process. Topics in

Language Disorder, 7 (4), 19-30.

 

Hayes, J.R., & Flower, L.S. (1986). Writing research and the writer. American

Psychologist, 41, 1106-1113.

 

Hiebert, E.H. (1992). Introduction. In E.H. Hierbert (Ed.) Literacy for diverse society:

Perspectives, practices, and policies. New York: Teachers College Press, (pp.

1-6).

 

Holton, D., & Clarke, D. 2006. Scaffolding and metacognition. International Journal

of Mathematical Education in Science and Technology, 37(2): 127-143.

 

Hoyle, E. (1980) Professionalization and deprofessionalization in education, in E.

Hoyle & J. Megarry (Eds) World Yearbook of Education 1980, pp. 42-57.

London: Kogan Page.

 

Hurley, S.R., & Tinajero, J. V. (2001). Literacy assessment of second language

learners. Needham Heights, MA: Allyn & Bacon.

 

Huxford, L. Developing an understanding of the pedagogy of writing in the middle

years (age 8–11). Aust. J. Lang. Lit. 2004, 27, 234–244.

 

Hyland, K. (1993). Language-learning simulations: A practical guide. 31 (4).

Retrieved from http://exchanges.state.gov/forum/vols/vol31/no4/p16.htm

 

Hyland, K. (2008). As can be seen: Lexical bundles and disciplinary variation.

English for specific purposes, 27(1), 4-21.

 

Hyland, K. (2015). Teaching and researching writing: Third Edition

(Paperback).Published by Taylor & Francis Ltd, United Kingdom, ISBN 10:

113885946XISBN 13: 9781138859463

 

Hyland, K. Genre-based pedagogies: A social response to process. J. Second Lang.

Writ. 2003, 12, 17–29.

 

In H. J. Freiberg (Ed.), School Climate. Measuring, Improving and Sustaining

Healthy Learning Environments. (pp. 230-251). London: Falmer Press.

 

In Ritchie, W. and Bhatia, T. (Eds), Handbook of second language acquisition (pp.85-

120). San Diego: Academic Press.

 

Ismail, S. A. A. (2011). Exploring students' perceptions of ESL writing. English

Language Teaching, 4 (2), 73-83. Faculty of Education United Arab Emirates

University P.O. Box 17551, Al-Ain, United Arab Emirates University

 

Jamaliah Mohd. Ali (2000) Verbal communication 69-81 University of Malaya Press

James P Lantolf, Steven L Thorne, Matthew E Poehner (2015) Journal: Theories in

second language acquisition: An introduction (pp.207-226) Publisher:

Routledge

 

Jennifer M. Troester. (May 2015). The Writing Process: Using Peer Review to

Develop Student Writing. University of Nebraska - Lincoln Digital

Commons @ University of Nebraska - Lincoln Dissertations, Theses, and

Student Research: Department of English, University of Nebraska.

 

Johnson, D.W., & Johnson, R.T. (1998). Learning together and alone: Cooperative,

competitive, and individualistic learning (5th edition). Boston, MA: Allyn and

Bacon.

 

John-Steiner, V., & Mahn, H. (1996). Sociocultural approaches to learning and

development: A Vygotskian framework. Educational psychologist, 31(3-4),

191 206.

 

Jones, S., & Tetroe, J. (1987). Composing in a second language. In A. Matuhashi

(Ed.). Writing in real time: Modelling production processes (pp. 34-57).

Norwood, NJ: Ablex.

 

Kaplan, R. B. (1966). Cultural thought patterns in intercultural education. Language

and Learning, 1, 1-20.

 

Kaplan, R. B. (1983). An introduction to the study of written text: The “discourse

compact.” In R.B. Kaplan, A. d’ Anglejan, J.R. Cowan, B. Kachru, & G.R.

 

Tucker (Eds.), Annual review of applied linguistics (pp.138-151). Rowley,

MA: Newbury House.

 

Kaplan, R. B. (1987). Cultural thought patterns revisited. In R. Kaplan, & U. Connor

(Eds.), Writing across languages: Analysis of L2 text (pp. 9-22). Reading,

MA: Addison-Wesley.

 

Kaplan, R. B. (2005). Contrastive rhetoric. In Hinkel, E. (Ed.), Handbook of research

in second language teaching and learning (pp. 375-391). Mahwah, NJ:

Lawrence Erlbaum Associates.

 

Keh, C. L. (1990). Feedback in the writing process: A model and methods for

implementation. ELT Journal, 44 (4), 294-304.

 

Khatija Mohd Tahir (2003). MUET: Relevant or redundant? The Star Online, Sunday

27th July, 2003, STAR Publication.

 

Kindler, A. L. (2002). Survey of the States’ Limited English Proficient Students and

Available Educational Programmes and Services: 2000–2001 summary report.

Washington, DC: National Clearinghouse for English Language Acquisition.

 

Kleickmann, Thilo & Trobst, Steffen & Jonen, Angela & Vehmeyer, Julia & Moller,

Kornelia. (2015). The Effects of Expert Scaffolding in Elementary Science

Professional Development on Teachers' Beliefs and Motivations, Instructional

Practices, and Student Achievement. Journal of Educational Psychology.

108. 10.1037/edu0000041.

 

Koh Soo Ling (2009). Effective Text for MUET. Penerbit Ilmu Bakti Sdn. Bhd:

Pencetakan dam Perniagaan Berlian Sdn. Bhd.

 

Kozulin, A., 2002. Sociocultural theory and the mediated learning experience. School

Psychology International, Sage Publications

 

Krashen, S. D. (1981). Second language acquisition and second language learning.

Oxford, UK: Pergamon Press.

 

Krashen, S. D. (1982). Principles and practice in second language acquisition.

Oxford, UK: Pergamon Press.

 

Krashen, S. D. (1988). Second Language Acquisition and Second Language

Learning. Prentice-Hall International.

 

Krashen, S.D. (1994). Bilingual education and second language acquisition theory. In

Bilingual Education Office (Ed.) Schooling and language-minority students: A

theoretical framework (2nd ed., pp. 47-75). Los Angeles: California State

University. Evaluation Dissemination and Assessment Centre.

 

Kucer, S. (2005). Dimensions of literacy: A conceptual base for teaching reading and

writing in school settings. Mahwah: Lawrence Erlbaum.

 

L.J. O’Shea, D.J. O’Shea, (2010). Peer-Tutoring in International Encyclopaedia of

Education (Third Edition).

 

L.S. Vygotsky: Mind in Society: Development of Higher Psychological Processes, p.

86. http://www.parentcentredparenting.com/

 

Lantolf, J. P. & S. L. Thorne, “Sociocultural theory and second language learning,”

in Theories in Second Language Acquisition: An Introduction, B. Van Patten

and J. Williams, Eds., pp. 693–701, Lawrence Erlbaum Associates, Inc, NJ,

USA, 2007.View at: Google Scholar

 

Lantolf, J. P. (Ed.) (2000). Sociocultural theory and second language learning.

Oxford, England: Oxford University Press.

 

Lantolf, J. P., & Appel, G. (Eds.) (1994). Vygotskyan approaches to second language

acquisition. Norwood, MA: Alex.

 

Larkin, M. (2002). Using scaffolded instruction to optimize learning.

https://www.vtaide.com/png/ERIC/Scaffolding.htm

 

Lei, Xiao. (200). Exploring a Sociocultural Approach to Writing Strategy Research:

Mediated Actions in Writing Activities. Journal of Second Language Writing,

V17, 217-236.

 

Leki, I. (1996). L2 composing: Strategies and perceptions. In B. Leeds (Ed.), Writing

in a second language: Insights from first and second language teaching and

research (pp.27-37). New York: Longman.

 

Leki, I., & Carson, J. (1997). Completely different worlds: EAP and the writing

experiences of ESL students in university courses.TESOL Quarterly, 31, 39-

69.

 

Lessow-Hurley, J. (1991). A common sense guide to bilingual education. Alexandria,

VA: Association for Supervision and Curriculum Development.

 

Li, X. (2007). Identities and beliefs in ESL writing: From product to processes. TESL

Canada Journal, 25(1), 41-64.

 

Lightbown, P. M., & Spada, N. (1999). Instruction: First language influence and

developmental readiness in second language acquisition. MLJ, 83, (1), 1-22.

 

Lightbown, P.M., & Spada, N. (1993). How languages are learned. Oxford: Oxford

University Press.

 

Lillian Malaya. K. (2008). Unpublished paper. University Kuala Lumpur.

 

Lim, L. (2012). Standards of English in South-East Asia. In R. Hickey (Ed.),

Standards of English: Codified Varieties around the World (Studies in

English Language, pp. 274-293). Cambridge: Cambridge University Press.

 

Lincoln, YS. & Guba, EG. (1985). Naturalistic Inquiry. Newbury Park, CA: Sage

Publications.

 

Liu, J., & Hansen, J. (2002). Peer response in second language writing classrooms.

Ann Arbor: The University of Michigan Press.

 

Lopez, J. (2011). Spanish-English writing structure interferences in second language

learners. Gist Education and Learning Research Journal, 5, 158-179.

Retrieved from

http://gisteducation.weebly.com/uploads/7/9/2/8/7928165/Spanishenglish

_writing_structure_interferences_in_second_language_learners.pdf.

 

Luria, A. R. (1976). Cognitive development: Its cultural and social foundations.

(Trans M. Lopez-Morillas & L. Solotaroff). Harvard U Press.

 

Mackey, A., & Gass, S. (2006). Introduction. Studies in Second Language

Acquisition, 28, 169-178.

 

Mahendran, M. (2010) The Influence of First Language Grammar (L1) on the English

Language (L2) Writing of Tamil School Students: A Case Study from

Malaysia, 10, 4 April

 

Mahzan Arshad (1998). Malaysian student teachers’ responses to multicultural

literature, unpublished doctorate dissertation, University of Pittsburgh, USA.

 

Majid, Abdul & Stapa, Siti. (2017). The Use of Scaffolding Technique via Facebook

in Improving Descriptive Writing Among ESL Learners. 3L The Southeast

Asian Journal of English Language Studies. 23. 77-88. 10.17576/3L-2017-

2304-07.

 

Malaysian Examination Council, 2009. The English Language analysis of the

national examination performance. Kuala Lumpur: PPK

 

Manchón, R., J., Roca de L., & Murphy, E. (2000). An approximation to the study of

backtracking in L2 writing. Learning and Instruction 10, 13-35.

 

Markham, Paul L. "Stressors and coping strategies of ESL teachers." Journal of

Instructional Psychology 26.4 (1999): 268-268.

 

Marshall, C., & Rossman, G. B. (2006). Designing qualitative research. Thousand

Oaks. Cal: Sage Publications.

 

Martin, J.R. English Text: System and Structure; John Benjamins: Amsterdam, The

Netherlands, 1992.

 

Matsuda, P.K. (2003). Process and post-process: A discursive history. Journal of

Second Language Writing, 12, 63-85.

 

Matsuda, P.K., Canagarajah, A.S., Harklau, L., Hyland, K., & Warschauer, M. (2003).

Changing currents in second language writing research: A colloquium.

Journal of Second Language Writing, 12, 151-179.

 

Matsuhashi, A. (1981). Pausing and planning: The tempo of written discourse

production. Research in the Teaching of English, 15, 113-134.

 

McKenzie, J. (1999). Scaffolding for success. From Now On: The Educational

Technology Journal, 9(4). Retrieved July 15, 2006, from www. fno.org/dec99/

scaffold.html

 

Mckenzie, J. (1999). Scaffolding for Success.9 (4). Available from: McLaughlin, B.

(1987) Theories of second-language learning. London: Edward Arnold.

 

Merriam, S. (1988). Case study research in education: A qualitative approach. San

Francisco: Jossey-Bass Publishers.

 

Mertens, D. M. (1998). Research methods in education and psychology: integrating

diversity with quantitative & qualitative approaches. Thousand Oaks, CA:

Sage.

 

Mertens, D. M. (2005). Research and evaluation in education and psychology:

Integrating diversity with quantitative, qualitative, and mixed methods.

Thousand Oaks, CA: Sage.

 

Mesana, C. (2004). An integrated approach to foreign language writing instruction.

Australian Review of Applied Linguistics, 27 (1), 44-57.

 

Miller, G., & Dingwall, R. (1997). Context & method in qualitative research. London,

England: Sage.

 

Ministry of Education Malaysia, 2000. Sukatan Pelajaran Kurikulum Bersepadu

Sekolah Menengah: Bahasa Inggeris. Kuala Lumpur: PPK

 

Mohan, B., & Lo, W. (1985). Academic writing and Chinese students: Transfer and

developmental factors. TESOL Quarterly 19, 515-534.

 

Moll, L. C. (Ed.) (1994). Vygotsky and education: Instructional implications and

applications of sociohistorical psychology. New York: Cambridge University

Press.

 

MPM, (2014) Penerbitan Pelangi Sdn. Bhd. Laporan Peperiksaan STPM & MUET

2014, Bandar Baru Bangi, Selangor, The Commercial Press Sdn. Bhd.

 

MPM, (2019) Penerbitan Pelangi Sdn. Bhd. Laporan Peperiksaan STPM & MUET

2019, Bandar Baru Bangi, Selangor, The Commercial Press Sdn. Bhd.

 

Mu, C., & Carrington, S. B. (2007). An investigation of three Chinese students'

English writing strategies. Teaching English as a Second or Foreign

Language-EJ, 11(1), 1-23.

 

Murray, D. (1972). Teach writing as a process not product. In R. Graves (Ed.)

Rhetoric and composition; A sourcebook for teachers and writers (pp.

89-92). Upper Montclair.

 

Nabakov (1960) Oxford University Press, Oxford. National Clearinghouse for

English Language Acquisition and Language Instruction Education

Programmes (NCELA).

 

NAEP facts, 1 (3) Washington, DC: National Centre for Education Statistics.

Retrieved Oct,7, 2008, from www.nces.ed.gov/pubs96/web/96845.asp

 

National Education Plan (PIPP). Ministry for Higher Learning. Nieto, S.

(2002). Language, culture and teaching: Critical perspectives for a

new century. Mahwah, NJ: Lawrence Erlbaum.

 

National Research Council. 1999. How People Learn: Brain, Mind, Experience, And

School. Washington, DC: The National Academies Press. Https: //doi.org /10.

17226/6160

 

Ngan, C. L., & Poon, J. M. (1999). Efficacy of Cooperative Learning Among

Malaysian Secondary School Students. Jurnal Pendidik dan Pendelikon,

16, 13-27.

 

Nguyen, Minh Hue. (2013). EFL Students’ Reflections on Peer Scaffolding in Making

a Collaborative Oral Presentation. English Language Teaching. 6. 64-73.

10.5539/elt.v6n4p64.

 

Nieto, S. (2003). What keeps teachers going? Educational Leadership 60, 14-18.

 

NJ: Boynton/Cook Murray, D. (1980). Writing as a process. In T. R. Donavan & V.

W. McClelland (Eds.),

 

Nor Hashimah Jalaludin, Norsima Mat Awal & Kesamawati Abu Bakar (2008). The

Mastery of English Language among Lower Secondary Students In Malaysia.

A Linguistic Analysis. European Journal of Social Science. 7(2) (106-119).

 

Nunan, D. (1999) Second Language Teaching & Learning. Boston: Heinle & Heinle.

Of Child Psychology & Psychiatry and Applied Disciplines, vol. 17, no.2, pp.

89-102.

 

Ora’a, R. J. (1995). Process theory vs. current traditional: An experiment in a

Philippine university writing class. In M. L. Tickoo (Ed.), Reading and

writing: Theory into practice (pp. 161-167). Singapore: SEAMEO Regional

Language Centre.

 

Ovando, C., Collier, V., & Combs, M. (2003). Bilingual and ESL classrooms:

Teaching multicultural contexts (3rd ed.). Boston: McGraw-Hill.

 

Palincsar, A. S. (1998). Keeping the metaphor of scaffolding fresh: A response to C.

Addison Stone’s ‘The metaphor of scaffolding. ’Journal of Learning

Disabilities, 31(4), 370-373.

 

Patton, M. (1990). Qualitative evaluation and research methods (2nd ed.). Newbury

Park, CA: Sage Publication.

 

Pea, R.D. (1993). Practices of distributed intelligence and designs for education. In

G. Salomon (Ed.), Distributed cognitions: Psychological and educational

considerations (pp. 47-87). New York: Cambridge University Press.

 

Pennington, M.C., & So, S. (1993). Comparing writing process and product across

two languages: A study of 6 Singaporean university student writers.

Journal of Second Language Writing, 2 (1), 41-63.

 

Peregoy, S. F., & Boyle, O. (2017). Reading, writing, and learning in ESL: a resource

book for teaching K-12 English learners. Boston: Pearson Education, Inc.

 

Perl, S. (1981).Coding the composing process: A guide for teachers and researchers.

Washington, D.C.: National Institute of Education.

 

Perl, Sondra. (2013). The composing processes of unskilled college writers. Research

in the Teaching of English, 13, 317-336. National Council of Teachers of

English

 

Piaget, J. (1972). To Understand Is To Invent. New York: The Viking Press, Inc.

 

Pianko, S. (2012). A description of the composing processes of college freshman

writers. TESOL Quarterly Volume 17, Issue 2, Version of Record

online: 4 JAN 2012 Research in the Teaching of English, 13 (1), 5-22.

 

Pritchard, R. J., & Honeycutt, R. L. (2006). The process approach to writing

instruction: examining its effectiveness. In MacArthur C. A., Graham S. &

Fitzgerald J. (Eds.), Handbook of writing research (pp.275-290). New York:

The Guilford Press.

 

Raimes, A. (1985). What unskilled ESL students do as they write: A classroom study

of composing. TESOL Quarterly, 19(2), 229-258.

 

Raimes, A. (1986). Teaching ESL writing: Fitting what we do to what we know. The

Writing Instructor, 5(4), 153-166.

 

Raimes, A. (1987). Language proficiency, writing ability, and composing strategies:

A study of ESL college student writers. Language Learning, 37, 439-467.

 

Raimes, A. (1991). Out of the woods: Emerging traditions in the teaching of writing.

TESOL Quarterly, 25, 407-430.

 

Ratner, C. (2002). Cultural psychology: theory and method. New York:

Kluwer/Plenum.

 

Raymond, E. 2000. Cognitive Characteristics. Learners with Mild Disabilities (pp.

169 -201). Needham Heights, MA: Allyn & Bacon, A Pearson Education

Company.

 

Reid, J. (2001). Writing. In R. Carter & D. Nunan (Eds.), The Cambridge guide to

teaching English to speakers of other languages (pp. 28-34). Cambridge, UK:

Cambridge University Press.

 

Reiser, B.J. Scaffolding complex learning: The mechanisms of structuring and

problematizing student work. J. Learn. Sci. 2004, 13, 273–304.

 

Renandya (Eds.) Methodology in language teaching (pp. 315-320). New York:

Cambridge University Press.

 

Renandya (Eds.), Methodology in language teaching: An anthology of current

practice (pp. 315-320). New York: Cambridge University Press.

 

Reppen, R. (2002). A genre-based approach to content writing instruction. In J.

Richards & W. Renandya (Eds.), Methodology in language teaching (pp.

321-327). New York: Cambridge.

 

Reyes, M. L. (1991). A process approach to literacy using dialogue journals and

literature logs with second language learners. Research in the Teaching of

English 25, (3), 291–313.

 

Riazi, M.; Rezaii, M. (2011) Teacher-and Peer-Scaffolding Behaviors: Effects on

EFL Students’ Writing Improvement. In Proceedings of the 12th National

Conference for Community Languages and ESOL, Dunedin, New Zealand,

1-4 October 2011; pp. 55-63. Available online: http://www.tesolanz.org.nz.

 

Richard-Amato, P.A. (1996). Making it happen: Interaction in the second language

classroom. From theory to practice. New York: Longman.

 

Richards, J.C., & Renandya, W. A. (2002). Methodology in language teaching.

 

Ridhuan, M., & Abdullah, T. L. (2009). The writing strategies used by Engineering

ESL Malay learners. Conference of the International Journal of Arts &

Sciences. Cambridge University Press.

 

Roger Barnard and Lucy Campbell. (2005) Sociocultural Theory and the Teaching of

Process Writing: The Scaffolding of Learning in a University Context

Department of General & Applied Linguistics, University of Waikato.

 

Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social

context. New York: Oxford University Press.

 

Rohman, D. G. (1965). Prewriting: The stage of discovery in the process writing.

College Composition and Communication, 16, 106-112.

 

Rosselt, A. Douglis F., & Frazee, R.V. 2003. Strategies for Building Blended

Learning. (Online)

http://www.learningcircuits.org/2003/jul2003/rosset.htm [15 Julai 2010].

 

Schinke-Llano, L. (1995). Reenvisioning the second language classroom: A

Vygotskian approach. In F. R. Eckman, D. Highland, P. W. Lee, J.

Mileham, R. R. Weber (Eds.), Second language acquisition theory and

pedagogy (pp. 21-28). Mahwah, NJ: Lawrence Erlbaum.

 

Schuetse, H. G., & Slowey, M. (2002). Participation and exclusion: A comparative

analysis of non-traditional students and lifelong learners in higher education.

Higher education, 44(3-4), 309-327.

 

Scribner, S., & Cole, M. (1981). The psychology of literacy. Cambridge: Harvard

University Press.

 

Selinker, L. Rediscovering Inter-language. White Plains: Longman Publishing; 1992

 

Sengupta, S. (2000). An investigation into the effects of revision strategy instruction

on L2 secondary school learners. System, 28, 97-113.

 

Seow, A. (2002). The writing process and process writing. In J. C. Richards &

W.

 

Shafie, L. A., Maesin, A., Osman, N., Nayan, S., & Mansor, M. (2010).

Understanding collaborative academica writing among beginner

university writers in Malaysia. Studies in Literature and Language, 1,

58-69.

 

Shaughnessy, M. (1977). Errors and expectations. New York: Oxford University

Press.

 

Silva, T. (1990). Second language composition instruction: Developments, issues, and

directions in ESL. In B. Kroll (Ed.), Second language writing: Research

insights for the classroom (pp. 11-23). New York: Cambridge

University Press.

 

Silva, T. (1993). Toward an understanding of the distinct nature of L2 writing: The

ESL research and its implications. TESOL Quarterly 27, 4:657-77.

 

Silva, T. (1997). Differences in ESL and native-English speaker writing: The research

and its implications. In C. Severino, J. C. Guerra, & J. E. Butler (Eds.),

Writing in a multicultural setting (pp. 209-219). New York: Modern

Language Association.

 

Silva, T., & Matsuda, P. K. (Eds.), (2005). On second language writing: Perspectives

on the process of knowledge construction. Mahwah, NJ: Lawrence

Erlbaum.

 

Silva, T., & Matsuda, P. K. (Eds.). (2001). On second language writing. Mahwah, NJ:

Erlbaum.

 

Slavin, R. E. (2013). Classroom applications of cooperative learning. In S. Graham

(Ed.), APA handbook of educational psychology. Washington, DC: American

Psychological Association.

 

Snow, M. A. (2002). The process writing and process writing. In J.C. Ritchard &

W.A.

 

Sockett, H. (1993). The moral base for teacher professionalism. New York:

Teachers College Press.

 

Sommers, N. (1980). Revision strategies of student writers and experienced adult

writers. College Composition and Communication, 31, 378-388.

 

Sommers, N. (1982). Responding to student writing. College Composition and

Communication, 33 (2), 148-156.

 

Spandel, V. (1990). Creating writers. White Plains, New York: Longman.

 

Spandel, V. (1997). Seeing with new eyes: A guidebook on teaching and assessing

beginning writers. Portland, OR: Northwest Regional Laboratory.

 

Sperling, M., & Freedman, S. W. (2001). Research on writing. In V. Richardson

(Ed.), Handbook of research on teaching (4th. ed) (pp. 370–389).

Washington, DC: American Educational Research Association.

 

Sridhar, K.K. (2016). Societal Multilingualism and World Englishes: Their

Implications for Teaching ESL. State University of New York, Stony Brook,

NY, USA

 

Strevens, P. (1980/1992), Teaching English as an international language: From

practice to principle. Oxford: Pergamon.

 

Supyan, H. 2008. Creating a Bigger ZPD for ESL Learners Via Online Forum. ABR

& TLC Conference Proceeding, Orlando, Florida, USA. 1-9.

 

Swales, J. M. (1990). Genre analysis. Cambridge: Cambridge University Press.

 

Tan, E.K., & Miller, J. (2008). Writing in English in Malaysian High Schools: The

Discourse of Examinations, England: Routledge.

 

Tarone, Elaine; Swierzbin, Bonnie (2009). Exploring Learner Language. Oxford:

Oxford University Press. ISBN 9780194422918

 

Tashakkori, A., & Teddlie, C. (1998). Mixed methodology: Combining qualitative and

quantitative approaches. Thousand Oaks, CA: Sage.

 

Tillema, H.H., (2000). Belief change towards self-directed learning in student

teachers: Immersion in practice or reflection on action. Teaching and Teacher

Education 16, 575-591.

 

Tsui, AB.M. (1996). Learning how to teach ESL writing. In D. Freeman & J.C.

Richards (Eds.), Teacher learning in language teaching (pp. 97-119).

Cambridge, England: Cambridge University Press.

 

Tyson, R. E. (1998). Increasing motivation and confidence in Asian university - level

EFL writers. Paper presented at the 18th Thailand TESOL Conference in Hat

Yai, Singapore, January.

 

Unger, J., & Fleischman, S. (2004). Research Matters/Is Writing process the" Write

Stuff"? Writing, 62(2).

 

Van den Bergh, H., & Rijlaarsdam, G. (1999). The dynamics of idea generation

during writing: An on-line study. In M. Torrance & D. Galbraith (Eds.),

Knowing what to write. Conceptual processes in text production. (pp. 99 -

120). Amsterdam: Amsterdam University Press.

 

Van den Bergh, H., & Rijlaarsdam, G. (2001). Changes in cognitive activities during

the writing process and relationships with text quality. Educational

Psychology, 21(4), 373-385.

 

Van den Bergh, H., & Rijlaarsdam, G. (2006). Writing process theory: A functional

dynamic approach. In C. A. MacArthur, S. Graham & J. Fitzgerald (Eds.), The

Handbook of Writing Research. (pp. 122-145). New York: Guilford

Publications.

 

Van der Veer, R., & Valsiner, J. (1993). A quest for synthesis: Life and work of Lev

Vygotsky

 

Van Lier, L (2000). From input to affordance: Social-interactive learning from an

ecological perspective. In J.P. Lantolf (Ed.) (2000) Sociocultural theory and

second language learning: Recent advances (pp. 245-259). Oxford, England:

Oxford University Press.

 

Van Lier, L. (1988). The classroom and the language learner: Ethnography and

second language classroom research. New York: Longman.

 

Van Lier, L. (1996). Interaction in the language curriculum: Awareness, autonomy

and authencity. London: Longman.

 

Van Lier, L. (2004). The ecology and semiotics of language learning: A sociocultural

perspective. Boston: Kluwer Academic.

 

Van Someren, M. W., Barnard, Y. F., & Sandberg, J. A. C. (1994). The think-aloud

method: A practical guide to modelling cognitive processes. San Diego, CA:

Academic Press Ltd.

 

Vera John-Steiner & Holbrook Mahn (2011) Sociocultural approaches to learning

and development: A Vygotskian framework, Educational

Psychologist, 31:3-4, 191- 206, DOI: 10.1080/00461520.1996.9653266

 

Vera John-Steiner & Holbrook Mahn (2012). Vygotsky and Sociocultural Approaches

to Teaching and Learning. University of New Mexico. DOI:10.1002 /

9781118133880. hop207006

 

Vianna, E. & Stetsenko, A. (2006). Embracing history through transforming it:

contrasting Piagetian versus Vygotskian (Activity) theories of learning and

development to expand constructivism within a dialectical view of history.

Theory & Psychology. 16(1), 81–108.

 

Victoria López-Pérez, M., Carmen Pérez-López, M.cand Lázaro Rodríguez-Ariza.

2011. Blended learning in higher education: Students’ perceptions and their

relation to outcomes. Computers & Education, 56, (3): 818-826.

 

Villamil, O.S., & De Guerrero, M.C.M (1998) Assessing the impacts of peer revision

on L2 writing, Applied Linguistics, 19, 491-514

 

Viriya, C.; Wasanasomsithi, P. The Effect of the Genre Awareness Approach on

Development of Writing. Ability. Int. Forum Teach. Stud. 2017, 13, 11–22

 

Vygotsky, L. S. (1981). The genesis of higher mental functions. In J. V. Wertsch The

concept of activity in Soviet psychology. Armonk, N.Y.: M.E. Sharpe.

 

Vygotsky, L.S. (1978). Mind and society: The development of higher mental

processes. Cambridge, MA: Harvard University Press.

 

Walqui, A. (2006). Scaffolding instruction for English language learners: A

conceptual framework. The International Journal of Bilingual Education

and Bilingualism, 9(2), 159-180.

 

Weissberg, R. P., Durlak, J. A., Taylor, R. D., Dymnicki, A. B., & O’Brien, M. U.

(2007). Promoting social and emotional learning enhances school success:

Implications of a meta-analysis. Manuscript submitted for publication White,

L. (1996), Universal Grammar and second language acquisition: current

trends and new directions.

 

Wells, G. (1999) Dialogic Inquiry: Towards a Sociocultural Practice and Theory of

Education. Cambridge: Cambridge University Press. http://dx.doi.org/

10.1017/CBO9780511605895

 

Wells, G. 1998: Using L1 to master L2: A response to Anton and DiCamilla's

Sociocognitive functions of L1 collaborative interaction in the L2 Classroom.

Canadian Modern Language Review 53: 343-53

 

Wen-chi, V. W., & Pin-Hsiang, N. W. (2008). Creating and Authentic EFL Learning

Environment to Enhance Student Motivation to Study English. Asian EFL

Journal.

 

White, L. (2000), Second language acquisition: From initial stage to final stage. In

J.A. Archibald (Ed.), Second language acquisition and linguistics theory (pp.

130- 155). Oxford: Blackwell.

 

White, R. & Arndt, V. 1991. Process Writing. London: Longman.

 

Williams, J.D., (1998). Preparing to teach writing: Research, theory, and practice

(2nd ed.). Mahwah, NJ: Lawrence Erlbaum.

 

Wolfersberger, M. (2003). L1 to L2 writing process and strategy transfer: A look at

lower proficiency writers. Teaching English as a Second Language-Electronic

Journal, 7(2), A-6.

 

Wong and Ee Tiang Hong (1975), Education in Malaysia, Hong Kong: Heinemann

Educational Books (Asia) Ltd.

 

Wong, B. Y. L. (2000). Writing strategies instruction for expository essays for

adolescents with and without learning disabilities. Topics in Language

Disorders, 20(4), 29-44.

 

Wood, D., Bruner, J. & Ross, G. 1976. The role of tutoring in problem solving.

Journal Of Psychology and Psychiatry, 17(89-100).

 

Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem-solving.

Journal of Child Psychology and Psychiatry and Allied Disciplines, 17, 89–

100. doi:10.1111/j.1469-7610.1976.tb00381.x.

 

Wood, David & Ross, Gail. (2006). The Role of Tutoring in Problem Solving. Journal

of Child Psychology and Psychiatry. 17. 89 - 100. 10.1111/j.1469-

7610.1976. tb00381.x.

 

Yah Awang Nik, Badariah Sani, Muhammad Noor Wan Chik, Kamaruzzaman Yusof

and Hasif Rafidee Hasbollah. 2010. The writing performance of

undergraduates in University of Technology Mara, Terengganu Malaysia.

Journal of Languages and Culture, 1(1): 8-14.

 

Yeoh, O. C. (2016, July 24). The MUET Impact. New Straits Times. Retrieved

December 1, 2016, from https://www.pressreader.com / Malaysia / newstraits

- times/ 20160724/282939564652904

 

Yin, R.K., (1984). Case Study Research: Design and Methods. Beverly Hills, Calif:

Sage Publications.

 

Zainal, Z. (2007). Case study as a research method. Jurnal Kemanusiaan, 9.

 

Zamel, V. (1982). Writing: The process of discovering meaning. TESOL Quarterly,

16, 159-209.

 

Zamel, V. (1983).The composing processes of advanced ESL students: Six case

studies. TESOL Quarterly, 17(2), 165-187.

 

Zamel, V. (1985). Responding to student writing. TESOL Quarterly, 19, 79-102.

 

Zamel, V. (1987). Recent research on writing pedagogy. TESOL Quarterly, 21(4),

697- 715.

 

Zhu, W. (2004). Faculty views on the importance of writing, the nature of academic

writing, and teaching and responding to writing in the disciplines. Journal of

Second Language Writing.13 (1):29–48.

 

Zimmerman, R. (2000). L2 writing: Sub-processes: A model of formulating and

empirical findings. Learning and Instruction 10 (1), 73-99.

 

Zydney, J.M. 2008. Cognitive tools for scaffolding students defining an ill structured

Problem. Journal of Educational Computing Research, 38 (4): 353-385.

 


This material may be protected under Copyright Act which governs the making of photocopies or reproductions of copyrighted materials.
You may use the digitized material for private study, scholarship, or research.

Back to previous page

Installed and configured by Bahagian Automasi, Perpustakaan Tuanku Bainun, Universiti Pendidikan Sultan Idris
If you have enquiries, kindly contact us at pustakasys@upsi.edu.my or 016-3630263. Office hours only.