Developing narrative writing skills via a reading programme for low English Language proficiency undergraduates

This paper investigates the effects of a reading programme on the narrative writing skills of low English Language proficiency level undergraduates in a Malaysian university. A total of eighteen narrative texts closely associated with the undergraduates’ personal experiences were prepared by the...

Full description

Bibliographic Details
Main Authors:	Tengku Sepora Tengku Mahadi, Fauzilah Md Husain, Paramaswari Jaganathan, Arbaeyah Hassan, Sharifah Nur Hamizah Syed Fesal, Akmar Mohamad
Format:	Article
Language:	English
Published:	Penerbit Universiti Kebangsaan Malaysia 2018
Online Access:	http://journalarticle.ukm.my/13766/ http://journalarticle.ukm.my/13766/ http://journalarticle.ukm.my/13766/1/19477-76292-1-PB.pdf

id	ukm-13766
recordtype	eprints
spelling	ukm-137662019-12-05T12:40:35Z http://journalarticle.ukm.my/13766/ Developing narrative writing skills via a reading programme for low English Language proficiency undergraduates Tengku Sepora Tengku Mahadi, Fauzilah Md Husain, Paramaswari Jaganathan, Arbaeyah Hassan, Sharifah Nur Hamizah Syed Fesal, Akmar Mohamad, This paper investigates the effects of a reading programme on the narrative writing skills of low English Language proficiency level undergraduates in a Malaysian university. A total of eighteen narrative texts closely associated with the undergraduates’ personal experiences were prepared by the researchers for a reading-writing intervention programme. This quasiexperimental study involved 192 undergraduates who participated in a nine-week intervention programme. The pre-test and post-test mean scores indicated significant differences in the undergraduates’ content development, lexical variety and grammatical accuracy. The findings show that there is an improvement in content, lexical variety and grammatical accuracy in students’ essays. The undergraduates’ improvement in the content development aspect shows that reading texts which supplement information common to the undergraduates’ background will help them in their content development specifically and writing performance on the whole. The study also shows that the reading materials, vocabulary input and comprehension exercises helped the undergraduates to improve on their use of lexical variety and grammatical structure. The results support the notion that comprehensible input (Krashen, 1984) and appropriate language instructional exercises for writing intervention enable engaged learning by the students. The study therefore recommends that teachers should utilise authentic reading materials that are relevant to the background knowledge of the students in teaching writing to low English proficiency level undergraduates. Penerbit Universiti Kebangsaan Malaysia 2018-05 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/13766/1/19477-76292-1-PB.pdf Tengku Sepora Tengku Mahadi, and Fauzilah Md Husain, and Paramaswari Jaganathan, and Arbaeyah Hassan, and Sharifah Nur Hamizah Syed Fesal, and Akmar Mohamad, (2018) Developing narrative writing skills via a reading programme for low English Language proficiency undergraduates. GEMA ; Online Journal of Language Studies, 18 (2). pp. 1-16. ISSN 1675-8021 http://ejournal.ukm.my/gema/issue/view/1087
repository_type	Digital Repository
institution_category	Local University
institution	Universiti Kebangasaan Malaysia
building	UKM Institutional Repository
collection	Online Access
language	English
description	This paper investigates the effects of a reading programme on the narrative writing skills of low English Language proficiency level undergraduates in a Malaysian university. A total of eighteen narrative texts closely associated with the undergraduates’ personal experiences were prepared by the researchers for a reading-writing intervention programme. This quasiexperimental study involved 192 undergraduates who participated in a nine-week intervention programme. The pre-test and post-test mean scores indicated significant differences in the undergraduates’ content development, lexical variety and grammatical accuracy. The findings show that there is an improvement in content, lexical variety and grammatical accuracy in students’ essays. The undergraduates’ improvement in the content development aspect shows that reading texts which supplement information common to the undergraduates’ background will help them in their content development specifically and writing performance on the whole. The study also shows that the reading materials, vocabulary input and comprehension exercises helped the undergraduates to improve on their use of lexical variety and grammatical structure. The results support the notion that comprehensible input (Krashen, 1984) and appropriate language instructional exercises for writing intervention enable engaged learning by the students. The study therefore recommends that teachers should utilise authentic reading materials that are relevant to the background knowledge of the students in teaching writing to low English proficiency level undergraduates.
format	Article
author	Tengku Sepora Tengku Mahadi, Fauzilah Md Husain, Paramaswari Jaganathan, Arbaeyah Hassan, Sharifah Nur Hamizah Syed Fesal, Akmar Mohamad,
spellingShingle	Tengku Sepora Tengku Mahadi, Fauzilah Md Husain, Paramaswari Jaganathan, Arbaeyah Hassan, Sharifah Nur Hamizah Syed Fesal, Akmar Mohamad, Developing narrative writing skills via a reading programme for low English Language proficiency undergraduates
author_facet	Tengku Sepora Tengku Mahadi, Fauzilah Md Husain, Paramaswari Jaganathan, Arbaeyah Hassan, Sharifah Nur Hamizah Syed Fesal, Akmar Mohamad,
author_sort	Tengku Sepora Tengku Mahadi,
title	Developing narrative writing skills via a reading programme for low English Language proficiency undergraduates
title_short	Developing narrative writing skills via a reading programme for low English Language proficiency undergraduates
title_full	Developing narrative writing skills via a reading programme for low English Language proficiency undergraduates
title_fullStr	Developing narrative writing skills via a reading programme for low English Language proficiency undergraduates
title_full_unstemmed	Developing narrative writing skills via a reading programme for low English Language proficiency undergraduates
title_sort	developing narrative writing skills via a reading programme for low english language proficiency undergraduates
publisher	Penerbit Universiti Kebangsaan Malaysia
publishDate	2018
url	http://journalarticle.ukm.my/13766/ http://journalarticle.ukm.my/13766/ http://journalarticle.ukm.my/13766/1/19477-76292-1-PB.pdf
first_indexed	2023-09-18T20:05:35Z
last_indexed	2023-09-18T20:05:35Z
_version_	1777407136360300544

Developing narrative writing skills via a reading programme for low English Language proficiency undergraduates

Similar Items