Perceptions of Language Teachers and Parents on Writing Module and Online Learning Platforms in Evolving Students' Writing Skills

Main Article Content

Raganeswari Ramasamy
Mariam Mohamad
Mageswaran Sanmugam
Hooi Chee Mei

Abstract

Technology resources play an imperative role in the education system in this digital era. The Ministry of Education of Malaysia (MOE), through Shift 7 from the Malaysian Education Blueprint, elucidated the need to apply Information and Communication Technology (ICT) to improve the quality of the learning system. This present study explores the perceptions of language teachers and parents concerning the usefulness of incorporating writing modules, online learning platforms and mobile learning to develop upper secondary students' writing skills at Malaysian National Secondary Schools. It was a qualitative research design in which the data were collected through semi-structured interviews with the participants. The findings revealed that language teachers and parents considered writing modules, online learning platforms, and mobile learning environments to be vital resources for developing students' writing skills. The language teachers and parents viewed the approachability of technology resources, their interactive features, and their capability to provide immediate feedback for students in developing their writing skills. Generally, this study emphasised the usefulness of writing modules, online learning platforms and mobile learning as additional resources. This study also indicated the implication of considering technologies from both language teachers and parents to develop students' writing skills. In addition, this study emphasised that future researchers could use appropriate instructional models to create writing modules and proper behaviour theories to design online writing activities. This will motivate the students to practise writing skills via technology resources.

Article Details

How to Cite
Ramasamy, R. ., Mohamad, M. ., Sanmugam, M. ., & Chee Mei, H. . (2025). Perceptions of Language Teachers and Parents on Writing Module and Online Learning Platforms in Evolving Students’ Writing Skills . Journal of Communication, Language and Culture, 5(1), 149–166. https://doi.org/10.33093/jclc.2025.5.1.10
Section
Articles

References

Abdelmohsen, M. M. (2020). The development and validation of a module on enhancing students' critical thinking, collaboration and writing skills. SAR Journal-Science and Research, 3(4), 166-177.

Abdelmohsen, M. M., Abdullah, R., & Azam, Y. (2020). The development of writing module on enhancing the writing skills of Omani general foundation program students. International Journal of Learning, Teaching and Educational Research, 19(9), 363-381.

Abd Karim, R., Adnan, A. H. M., Abu, A. G., Idris, N., & Ismail, I. (2021). Mobile-assisted Mind Mapping (MAMMAT) as a Tool to Support University Students' Argumentative Writing. International Journal of Interactive Mobile Technologies., 15(5), 43-53.

Abd Karim, R., Adnan, A. H. M., Tahir, M. H. M., Adam, M. H. M., Idris, N., & Ismail, I. (2020). The application of mobile learning technologies at Malaysian universities through mind mapping apps for augmenting writing performance. Advances in Science, Technology & Engineering Systems Journal, 5(3), 510-517.

Abd Samad, M. R., Ihsan, Z. H., & Khalid, F. (2021). The use of mobile learning in teaching and learning session during the Covid-19 pandemic in Malaysia. Journal of Contemporary Social Science and Education Studies (JOCSSES), 1(2), 46-65.

Abidah, K. H. (2023). Technology goes to classroom: Learning media application possibilities for writing. SAGA: Journal of English Language Teaching and Applied Linguistics, 4(1), 65-76.

Abulhul, Z. (2021). Teaching strategies for enhancing student’s learning. Journal of Practical Studies in Education, 2(3), 1–4.

Agaton, C. B., & Cueto, L. J. (2021). Learning at home: Parents' lived experiences on distance learning during COVID-19 pandemic in the Philippines. International Journal of Evaluation and Research in Education, 10(3), 901-911.

Annamalai, N. (2021). Online learning during COVID-19 Pandemic. Are Malaysian high school students ready? Pertanika Journal of Social Sciences & Humanities, 29(3), 1571-1590.

Azar, A. S., & Tan, N. H. I. (2020). The application of ICT techs (mobile-assisted language learning, gamification, and virtual reality) in teaching English for secondary school students in Malaysia during Covid-19 pandemic. Universal Journal of Educational Research, 8(11C), 55-63.

Azlan, N. A. B., & Yunus, M. M. (2020). Undergraduates student perceptions of social networking sites to improve English writing skills in Malaysia. International Journal of Learning, Teaching and Educational Research, 19(3), 329-351.

Bhamani, S., Makhdoom, A. Z., Bharuchi, V., Ali, N., Kaleem, S., & Ahmed, D. (2020). Home learning in times of COVID: Experiences of parents. Journal of education and educational development, 7(1), 9–26.

Bujang, S. D. A., Selamat, A., Krejcar, O., Maresova, P., & Nguyen, N. T. (2020). Digital learning demand for future education 4.0—Case studies at Malaysia education institutions. Informatics, 7(2), Article 13.

Naim, I. A. M., Luqman, N. M. A. N., & Matmin, J. (2020). Enhancing students' writing performance in higher learning through Think-Write-Pair-Share: An experimental study. Asian Journal of University Education, 16(3), 255-264.

Ng, M., & Yunus, M. M. (2021). Perceptions and challenges to ICT Use in ESL lessons among Malaysian primary teacher. Creative Education, 12(7), 1532-1557.

Ng, S. F., Azlan, M. A. K., Kamal, A. N. A., & Manion, A. (2020). A quasi-experiment on using guided mobile learning interventions in ESL classrooms: Time use and academic performance. Education and Information Technologies, 25(6), 4699-4719.

Rahman, A. M. A., Azmi, M. N. L., & Hassan, I. (2020). Improvement of English writing skills through blended learning among university students in Malaysia. Universal Journal of Educational Research, 8(12A), 7694-7701.

Roberts, R. E. (2020). Qualitative interview questions: Guidance for novice researchers. Qualitative Report, 25(9), 3185–3203.

Senin, M. A., Halim, H., & Ali, A. A. E. R. (2021). Online writing task for young learners during MCO: Pupils and parents responses. Annals of the Romanian Society for Cell Biology, 4627-4640.

Shafie, L. A., & Mahadi, R. (2019). Instagram as a digital tool to enhance students’ writing skills. Journal of Communication in Scientific Inquiry, 1(1), 35-42.

Shah, S. S. (2022). Teaching and learning with technology: Effectiveness of ICT integration in schools. Indonesian Journal of Educational Research and Technology, 2(2), 133–140.

Shazali, S. S., Shamsudin, Z. H., & Yunus, M. M. (2019). Instagram: A platform to develop student’s writing ability. International Journal of Academic Research in Business and Social Sciences, 9(1), 88-98.

Siddek, N. A. J., & Ismail, H. H. (2021). Understanding learners’ difficulties in narrative writing among Malaysian primary learners. Asian Journal of Research in Education and Social Sciences, 3(2), 244-255.

Stalin, L. T., & Tan, K. H. (2020). Use of Snapchat to enhance primary school English as second language learners in the writing of personal information. International Journal of English Language and Literature Studies, 9(4), 330-338.

Suhaimi, N. D., Mohamad, M., & Yamat, H. (2019). The effects of WhatsApp in teaching narrative writing: A case study. Humanities & Social Sciences Reviews, 7(4), 590-602.

Syam, A. T. (2020). Developing a writing module for the fourth-semester learners of the English department at the State Islamic Institute of Palopo. Indonesian Journal of English Language Teaching and Applied Linguistics, 5(1), 17–28.

Tajuddin, J. M., Nazam, R. A. K. N., & Abu, S. D. A. S. W. (2022). Challenges of online learning faced by working parents in urban areas. Journal of Contemporary Issues and Thought, 12(1), 55-64.

Tanrikulu, F. (2022). Students’ perceptions about the effects of collaborative digital storytelling on writing skills. Computer Assisted Language Learning, 35(5-6), 1090-1105.

Tengler, K., Kastner-Hauler, O., & Sabitzer, B. (2021). Enhancing computational thinking skills using robots and digital storytelling. Proceedings of the 13th International Conference on Computer Supported Education, CSEDU, Online Streaming, 1, 157-164.

Tze Pheng, K., Hashim, H., & Ainil Sulaiman, N. (2021). The use of technology in teaching of writing among Malaysian ESL secondary school teachers. Arab World English Journal (AWEJ) Special Issue on CALL, 7, 314-330.

Yates, A., Starkey, L., Egerton, B., & Flueggen, F. (2021). High school students’ experience of online learning during Covid-19: The influence of technology and pedagogy. Technology, Pedagogy and Education, 30(1), 59-73.

Yuk, A. C. K., Wui-Xin, F. W., Qin, T. P., & Yunus, M. M. (2019). Using PaW-Modo to Enhance Paragraph Writing. Creative Education, 10(2), 429-442.

Yuk, A. C. K., & Yunus, M. M. (2021). Using Peer-Modo Feedback at the Pre-Writing Stage to Improve Year 4 Pupils' Writing Performance. Journal of Education and e-Learning Research, 8(1), 116-124.

Yunus, M. M., Haleman, K. N., Junaidi, Y., & Suliman, A. (2020). Using “the write stuff” module to enhance the writing skills of ESL primary school students. International Journal of English Language and Literature Studies, 9(4), 315-329.

Yunus, M. M., May, T. M., & Mohideen, M. B. K. (2019). Writing essays made easy with Instawrite. International Journal of Academic Research in Business and Social Sciences, 9(1), 331-344.

Yunus, M. M., Thambirajah, V., Said, N. E. M., & Singh, C. K. S. (2021). Designing a module as a strategic solution to enhance creativity in the teaching of writing. International Journal of English Language and Literature Studies, 10(2), 94-104.