Using Bahasa Malaysia while writing in english: a case study of malay students

Abstract

Writing in a second language (L2) is a challenging process (Wolfersberger, 2003:1). He continues to explain that this is because while the first language (Ll) writing process includes producing content, drafting ideas, revising writing, choosing appropriate vocabulary, and editing texts, writing in L2 involves all of these elements jumbled with second language processing issues. In addition to that, L2 writers are also faced with other challenges that can affect the L2 writers' composing competence. Factors such as linguistic competence, cognitive ability as well as social aspects also need to be addressed by ESL practitioners in order to understand L2 writing better. However, because ofthe constraints oflimited second-language knowledge, writing in a second language may be hampered because ofthe need to focus on language rather than content (Weigle, 2002: 35). It is true that form or language does play an important role in L2 writing but it should not be the only element that needs attention. Writing in a second language classroom should not be impeded in lieu oftoo much focus on the language. As such, a shift in paradigm is needed so as to address other important elements that underly L2 writing such as background knowledge, writing strategies, writing processes, the role ofLl, and others.