Effects of using Explicit Writing Instruction (EWI) on low proficiency upper elementary students

Abstract

The purpose of this study is to explore the effects of using Explicit Writing Instruction (EWI) on low proficiency upper elementary students’ writing skill and writing motivation. This research fills the gap by exploring the effects of EWI on low proficiency upper elementary learners in Malaysian context, studying those effects on cognitive and motivational aspects while providing in-depth insights into the effects of EWI. The research samples were thirty-two low proficiency upper elementary students studying in one of the schools in Johor. A mixed-method research design was employed. With the aim of collecting data, quasi-experimental research design was adapted by using one-group pre-test and post-test, a set of questionnaire survey and a focus group interview. The data from the pre-test and post-test were analysed using paired sample T-test, while the data from the questionnaire were analysed using frequency and percentage. Both data were accompanied with descriptive statistical analysis to provide better understanding. Besides, thematic analysis was utilised to analyse the interview data. The findings showed a significant difference on students’ writing skill before and after the implementation of EWI which reflected the effectiveness of using EWI in developing low proficiency upper elementary students’ writing skill. It was comprehensively reported that EWI enhanced writing motivation of low proficiency upper elementary students by changing their negative perceptions about writing as well as promoting autonomous and controlled motivation. The findings are followed by a few recommendations and implications for educators and researchers with close reference to the limitations of this study.