Date of Award
2010
Thesis Type
Masters
Document Type
Dissertation
Divisions
Faculty of Languages and Linguistics
Department
Department of English Language
Institution
Universiti Malaya
Abstract
Based on Kellogg’s model of writing, this study investigated the effects of planning on fluency, complexity and accuracy in the narrative writings of average proficiency undergraduates. 30 Malaysian students undertook the task of writing a narrative with the aid of a set of pictures and writing prompt, under three different conditions. No planning (NP) participants were instructed to write without planning time but with limited writing time. Pre-task planning (PTP) participants were given limited planning and writing time. Within-task planning (WTP) participants had unlimited writing time but no planning time. Results indicated that pre-task planning was beneficial in increasing fluency and those who performed within-task planning evidenced better complexity in the form of the most number of verb forms. Complexity in the form of modals was highest in pre-task planning. Planning had little effect on accuracy, with NP learners generating more clauses than pre-task planners, yet having the least errors among the three groups. They also produced the least verb form errors. It was found that the perception of the NP participants on their written performance concurred somewhat with the quality of their text in terms of accuracy and fluency. PTP and WTP participants’ perceptions corresponded somewhat only in terms of fluency. The study concludes that planning is advantageous to average proficiency learners in terms of fluency and complexity. However, writing time seemed to be more important than planning time for them to attain good written performance. The researcher proposes that more but limited writing time given to them would enhance the quality of the written text, as unlimited time may result in more errors produced. The difference in the learners’ perception of the task and the quality of their performance suggests that instructors need to be sensitive to the learners’ perception and expectations of writing assignments given to them.
Additional Information
Dissertation (M.A.) – Faculty of Languages and Linguistics, Universiti Malaya, 2010.
Recommended Citation
Biow Yee, Sim, "The effects of planning on the narrative writings of Malaysian tertiary level students." (2010). Student Works (2010-2019). 172.
https://knova.um.edu.my/student_works_2010s/172
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Included in
Applied Linguistics Commons, Curriculum and Instruction Commons, Language and Literacy Education Commons
Initial
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