Understanding learners’ difficulties in narrative writing among Malaysian primary learners
List of Authors
  • Hanita Hanim Ismail , Nur Amalina Jaafar Siddek

Keyword
  • L1 Interference in L2 learning; narrative writing; Malaysian ESL learners

Abstract
  • English is perceived as a second language (L2) after the national language, Bahasa Malaysia (BM). In Malaysia, English classes are encompassed the four language skills, which are receptive skills (listening and reading) and productive skills (speaking and writing). Nevertheless, most English as Second Language (ESL) learners were having difficulties in writing, as well as narrative writing. Since English is widely used internationally, and plays a vital role in employment prospects in Malaysia, there is a need to discover and investigate predicament faced by the primary students in learning English. Hence, this research investigated factors influencing Malaysian primary school learners' difficulties particularly on L2 narrative writing and how their first language (L1) interferes with their L2 narrative writing skills. A purposive sampling strategy was used to collect quantitative data from 38 participants coming from the first-class Year 5 students from one national school in Gombak district, Selangor through the questionnaire. To qualitatively analyze the data, document analysis was performed on the students' final year assessment writing scripts. Findings from this research showed that learners’ L1 had an immense effect on their L2. There were other factors such as learners’ prior experiences, effective and constructive feedback on pieces of writing that could have influenced their difficulties in narrative writing.

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