Universal Journal of Educational Research Vol. 8(7), pp. 3064 - 3076
DOI: 10.13189/ujer.2020.080735
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ESL Teachers' Scaffolding Strategies to Teach Writing

Charanjit Kaur Swaran Singh ^1,*, Tunku Mohani Tunku Mohtar ¹, Napisah Kepol ¹, Nadiah Yan Abdullah ², Mazyanie Mat ², Sasigaran Moneyam ², Tarsame Singh Masa Singh ³, Eng Tek Ong ⁴, Melor Md Yunus ⁵, Ilmi Zajuli Ichsan ⁶, Henita Rahmayanti ^6
1 Department of English Language and Literature, Faculty of Languages and Communication, Universiti Pendidikan, Malaysia
² Centre for Languages and General Studies, Universiti Pendidikan Sultan Idris, Malaysia
³ Department of Language, Institute of Teacher Education, Tuanku Bainun Campus, Malaysia
⁴ Department of Educational Studies, Faculty of Human Development, Universiti Pendidikan, Malaysia
⁵ Faculty of Education, Universiti Kebangsaan Malaysia, Malaysia
⁶ Department of Population and Environmental Education, Universitas Negeri Jakarta, Indonesia

ABSTRACT

In Malaysia, English as a second language (ESL) students vary widely in terms of language proficiency. Their performance in writing shows a great disparity. The good students are able to write excellently while the weak ones struggle to write. The aim of this study was to validate the scaffolding models and modules for teaching the writing skills particularly to weak learners of English. This research was conducted using a qualitative approach. It was employed throughout the whole study except for ascertaining the students' performance in tests given to them for which a quantitative approach was used. The techniques for collecting data were document analysis, classroom observation, interviews and tests. Data from the lessons observed were triangulated with those obtained from the teachers' lesson plans. The findings have shown positive and favourable effects of scaffolding on the teaching and learning of writing among weak ESL learners. The effectiveness of the model was seen in the strategies used by the teachers. The teachers were competent in teaching English language lessons as they had more than five years of teaching English to weak students.

KEYWORDS
Scaffolding Strategies, L2 Writing, ESL Learners, ESL Teachers

Cite This Paper in IEEE or APA Citation Styles
(a). IEEE Format:
[1] 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 , "ESL Teachers' Scaffolding Strategies to Teach Writing," Universal Journal of Educational Research, Vol. 8, No. 7, pp. 3064 - 3076, 2020. DOI: 10.13189/ujer.2020.080735.

(b). APA Format:
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, 8(7), 3064 - 3076. DOI: 10.13189/ujer.2020.080735.