Exploring repeating students’ feelings and attitudes towards learning ESL writing
In ESL writing classes or courses, we often observe students struggling to learn the writing skills. Some students even fail the same writing course repeatedly. Failing and repeating the same writing course will certainly affect the repeaters in several aspects. Hence, this study sought to explo...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English English |
| Published: |
IIUM Press
2017
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| Subjects: | |
| Online Access: | http://irep.iium.edu.my/60373/ http://irep.iium.edu.my/60373/1/02%20DR.%20ISMAIL%20SHEIKH.pdf http://irep.iium.edu.my/60373/7/60373_Exploring%20repeating%20students_SCOPUS.pdf |
| Summary: | In ESL writing classes or courses, we often observe students
struggling to learn the writing skills. Some students even fail the
same writing course repeatedly. Failing and repeating the same
writing course will certainly affect the repeaters in several aspects.
Hence, this study sought to explore the feelings and attitudes of these
students who were repeaters in learning writing in a pre-sessional
English course at the International Islamic University Malaysia
(IIUM). Based on semi-structured interviews with the repeaters and
their writing instructors, it was revealed that the repeaters had some
negative feelings and attitudes, namely feeling uncertain with one’s
own ability, lacking motivation, suffering from anxiety and having
poor relationship with their teachers. This paper further discussed
these negative feelings and attitudes in light of scholarly thoughts of
past and contemporary Muslim scholars to shed some light on
aspects that are essential in ensuring successful language learning
for repeating student, particularly in relation to their feelings and
attitudes towards learning English writing skills. This study has
major significance especially in enabling writing instructors to
understand the repeaters better and to help them develop positive
attitudes towards learning writing in English. The pedagogical
implications and recommendations are also discussed |
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