English is used as a second language (L2) in Malaysia with a great emphasis in tertiary education as the medium of instruction, the most important subject in the curriculum, and a mandatory subject for all undergraduates. Yet, the university lecturers share a common view that students find it difficult to perform satisfactorily, particularly in writing assessments in English language courses. To identify the challenges of ESL writing among the undergraduates in Malaysia, one of the Malaysian universities with the highest population was chosen. A performance analysis was conducted in two consecutive semesters on the results of one of the English courses, in which writing was the core component that was assessed. In addition, a review of the past studies was done. Nine L2 writing challenges were identified, which can be represented by a chain reaction diagram called “SIL”: system (S), instructor (I), and learner (L). SIL proposes a sequence of inductive remedial actions, which should be taken by considering the elements within the S to the I, and finally to the L.
Boon Yih Mah, Universiti Teknologi MARA, Malaysia
Stream: Language Learning
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