Abstract R & D Background Purpose & Design Action Plan Findings & Analysis Implications Remarks
> Findings & Analysis

Students

Findings Analysis
Student's motivation and confidence in writing were increased Based on the evidence collected from interviews and questionnaires, it was found that about 78% of the students were interested in participating in individual and group writing activities. They enjoyed the process of writing in English. In addition, they became more confident in expressing themselves, organizing ideas and editing their own work.
(Motivation and confidence)
Students' writing skills were developed Students involved actively in the construction, modification and evaluation of important writing strategies through individual writing and group writing.
(Writing skills development)
(Interview)
Students gradually developed as independent learners With the use of a wide variety of task-based activities and the infusion of self-editing and peer-reviewing process, students' responsibility and ownership for their own learning were gradually nurtured. This helped equip students with better self-management skills when they moved to senior levels.

Teachers

Findings Analysis
Using data effectively helped teachers add value to teaching and learning Through the analysis of various types of data, teachers were able to diagnose the strengths and weaknesses of the students and examine their teaching and curriculum planning critically. This enabled them to take appropriate measures to improve teaching and learning.
Teachers' professional knowledge was enhanced There was an increased awareness of the shift from content teaching to skills and strategies development of students. Not only did teachers learn how to infuse different language arts elements to motivate students, they also made use of the process writing approach to develop students' writing skills. In addition, there was a better use of different assessment strategies to enhance teaching and learning.
Teachers of junior forms were more aware of preparing their students for the new senior secondary (NSS) curriculum With the help of TSA and internal assessment data analysis, teachers took a more proactive role in identifying the problems which hindered the smooth transition of the junior and senior curriculum. This triggered them to adapt their existing curriculum and integrate new curriculum initiatives such as language arts to prepare students for the NSS curriculum.

 

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