Design, development and evaluation of srsd-based esl writing module for lower secondary school students in Keningau, Sabah

• Main Author: Jacinta Karen Juin
• Format: Thesis
• Language: English; English
• Published: 2022
• Subjects: PE1001-1693 Modern English
• Online Access: https://eprints.ums.edu.my/id/eprint/41296/1/24%20PAGES.pdf; https://eprints.ums.edu.my/id/eprint/41296/2/FULLTEXT.pdf; https://eprints.ums.edu.my/id/eprint/41296/

In an effort to address persistent writing-related problems among secondary school students, various writing-related teaching tools were developed. However, selfregulation, which is a key component of successful writers, was not explicitly incorporated. The purpose of this design and development study (DDR) was to develop and evaluate an SRSD-based writing instructional module for lower secondary school students. The writing module was created by combining the SRSD model and process writing. Needs analysis, design and development, and evaluation formed this study's three phases. For the needs analysis, seven English language teachers participated in a focus group, while 128 Form One students completed a self-report writing strategies survey. Findings of the needs analysis found that students' behaviour suggested ineffective self-regulation; teachers lacked the ability and expertise to teach self-regulation strategies, and students were moderate users of writing strategies. The module's design and development process, including validation, was covered in the design and development phase. The Kemp (1994) model was used as a development framework in this phase. The module was piloted with 35 Form 2 students and validated by five experts. The module scored 0.83 and 0.8 for validity and reliability, suggesting good validity scores. The evaluation phase, which employed quasi-experimental approach, investigated the module's effects on students’ writing performance and classroom writing instruction. One teacher and 68 Form 1 students participated in the evaluation phase. The paired t-test showed a statistically significant differences in students' writing performance scores and four writing aspects between the control and intervention groups. The data also showed that the module improved writing instruction by enhancing students' strategy use, attitude, and enthusiasm in writing. Several challenges emerged, including time and number of students. Implications include adding explicit strategy teaching to existing instructional approaches and performing more exploratory study on how selfregulation can improve writing training. Future study should examine other selfregulation features; expanding self-regulation strategy-based instruction to other educational contexts, and incorporating self-regulation strategies into curriculum and classroom instruction.