Professional Documents
Culture Documents
Message Me Please:
An Action Research on Using Message Cards to Encourage Writing
Among Adult Learners
by
Abstract
1.0 INTRODUCTION
1.1 Reflections On Past Teaching And Learning
Building my career in teaching is like aging wine that showed initial promise – its quality
grows with the years. Since I was a novice on practical teacher training, I remembered
wistfully wishing I was a “natural born teacher”. Two decades into my practice, I
accepted that I was not gifted with a natural talent for teaching. But I “grew into a
teacher”. This involves the unceasing developmental cycles of acquisition and renewal
of knowledge, skills and experience in the classrooms, and the love and enjoyment in
the sharing.
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The need to ensure that students learn effectively is the core responsibility of a teacher. I
am very concerned about teaching strategies. As my regard for teaching grew I began
to recognize the responsibility and obligation to uphold the quality and professionalism in
my career. One of the ways was the continuous inquiry into my own practice to
constantly seek ways to ensure that effective learning took place among my learners. I
told myself that I could vary the ways I delivered my lessons. As an English Language
lecturer in a teacher training institute, I wanted to make my lessons interesting and I
wanted my students to learn not only what they were supposed to learn, but to be
motivated to want to learn more. With such intentions in mind I commenced teaching
the course “English for Written Communications” to a group of adult learners.
The Gaya Teacher Training Institute ran a preparatory course for primary school
teachers to embark on their degree studies in Open University Malaysia (OUM). These
were classes of the 14 Weeks in-service course participants made up of teachers who
had been teaching various subjects in schools for at least 10 years. I was assigned to
teach English Language writing skills to a class made up of 35 teachers who attended
this in-service course. In my long years of teaching, I have observed that of the four
language skills, the writing skill was the most difficult to acquire. Therefore, I
contemplated on the need to devise innovative and interesting strategies that would
improve the learners’ writing skills. This was done through reading around the subject
as well as carrying out collegial discussions with my fellow lecturers.
The timely headquarter duty for the Teacher Education Division (Bahagian Pendidikan
Guru) to provide input on action research to lecturers in the 12 Weeks research course
encouraged me to “walk the talk”. The practice and culture of research has been
recognized as a means of professional development and continuous improvement for
teacher practitioners, and action research is a very practical and relevant form of
classroom research. I decided to start an action research as a form of “appreciative
enquiry” (Troxel, 2002) with my group of adult learners. I felt that 14 weeks was an
appropriate period of time for me to carry out a simple action for research and obtain
definitive results. This led me to systematically and professionally document the use of
message cards as a way of getting my learners to write. In this way, I may also share
my experiences as part of an input example during my sessions with the 12 weeks
research participants.
Susman (1983) distinguished five phases to be conducted within each research cycle
(Figure 1). Initially, a problem is identified and data is collected for a more detailed
diagnosis. This is followed by a collective postulation of several possible solutions, from
which a single plan of action emerges and is implemented. Data on the results of the
intervention are collected and analyzed, and the findings are interpreted in light of how
successful the action has been. At this point, the problem is re-assessed and the
process begins another cycle. This process continues until the problem is resolved. It is
based on this model that I embarked on my action research.
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27 out of 31 course participants present that day returned the open-ended questionnaire.
The questions allowed the respondents to analyze their own level of English Language
proficiency. At the same time I would find out their preferred style of instruction and
learning. I also complemented analysis of this data with reflections of my teaching
experiences as well as the results of the discussion with my colleagues.
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At the same time I perceived the real and earnest desire among all the learners to learn.
“English for Written Communication will be useful to me, because it will teach me and
improve me in grammar written” (Reflection/Joan, 080709). There was hope for
“guidance” (Reflection/Pisces, MIC, LAM, ST, Mummy Cool, Ziqa; 080709) and “many
knowledge to learn, how to write and talk in high level” (Reflection/Aly, 080709).
They needed help to improve themselves in more than one aspect of the language skills.
“I would really like it if the lecturer can teach us more on how to speak or write better.
Please be gentle along the way..”(Reflection/Sifamogha, 080709). I saw that as a
sincere plea to make their wishes happen.
Being mindful that the input and support rendered to my OUM students was a research
exercise, I systematically planned the steps to carry out the lessons. The reflection-in-
action and reflection-on-action were actively and consciously documented. A strategy
such as the use of message writing to develop writing skills and obtain feedback was
deemed worth reflecting, documenting and reporting its implementation process and
consequent effects for sharing.
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The use of message cards also builds fluency in the context of writing. It enables the
learner to write down his thoughts with ease and confidence, without undue anxiety over
correctness of spelling and grammar. The idea is to keep the ideas flowing. At the
earlier phase, the focus is on building up a positive attitude to writing among learners
and to replicate what happens when a child learns to speak his mother tongue (Citravelu
et al., 1995). The teacher’s role is to develop the learners’ self-esteem and confidence
in writing.
Coombe et al (2008) offers a brief account of teaching lower proficiency students to take
responsibility for their own learning and how to correct and identify their own errors. The
approach involved a simple feedback scheme which was reinforced by a “Learner’s
Writing Journal” (p. 24). This is an extremely practical idea which I drew upon in
implementing my message writing strategy.
One of the rationale driving the use of the message card to encourage writing is the
benefit of free writing in meaningful contexts. Peyton (2000) states that free writing can
be one of the powerful methods to encourage people to express their feelings and
thoughts through paper. For free writing, learners write for a period of time in class on a
topic of interest to them. This writing can take many forms, including quick writes on
message cards, which are time-limited, done individually, and not always shared; and
dialogue journals, written to a teacher, a classmate or other partner who then responds
(Peyton & Staton, 1990). The basic writing process remains constant: learners relate
individual or group experiences to a teacher, but with message card as a specific activity
it makes writing easier and more enjoyable for both learners and teachers.
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Message Me Please
Gordimer (1982) said that all great writings are deeply personal and heartfelt. Teachers
need to provide learners with opportunities to write about topics that are relevant to their
lives, to participate in various writing activities, and to feel that their writing has value. By
integrating writing into the use of message cards I hope to help learners find their own
voices in their second or foreign language and develop the ability to communicate
effectively in different contexts and with different audiences.
3.0 METHODOLOGY
3.1 Target Group
The class was Group 1 of the 3 OUM 14 Weeks in-service preparatory classes who
attended the July to October 2009 session. I am the researcher with 35 adult learners in
the class, of which 28 were female and 7 were male. They were primary school teachers
who had been teaching various subjects in schools for at least 10 years. “English for
Written Communication” was one of the subjects in the 14 weeks in-service course. As
stated earlier, learners’ self-perception of proficiency level was mainly low (Table 1). I
would make sure that they write a lot and in the process improve their writing as well as
their language skills.
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person need not be forced to write a lot. The casual appearance of the message card
suggested that the importance is to get the message across without having to worry too
much about grammar and language structure in the initial stages.
At the beginning of the course, I explained the function of the message card.
Participants would use the card to write anything they wish to communicate to me but
were shy to ask. The non-negotiable condition was that they had to write in English.
They could write suggestions, questions, give opinions, or express their feelings about
the day’s lesson. They could write in point forms or in complete sentences. The cards
with messages were dropped into a box provided during every lesson. Participants were
instructed include their pseudonym and the date.
Each lesson was a cycle of activities aimed primarily at developing writing skills based
on the curriculum; other skills were incidental and complementary. There were
altogether twelve cycles of three-hour lessons throughout the course duration. During
these cycles, action and critical reflection took place in turns. “The reflection is used to
review the previous action and plan the next one.” (Dick, 1997)
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During the first lesson, I explained the mechanisms of writing, showed a good model of a
business letter, and gave them a task to write a letter based on the example given. “I
felt that since many requested for explanation and exercises, this is as good a strategy
to start off as any” (SR:070709). Even then, my concern was whether they found any of
the above strategies effective. Therefore I needed a means of immediate feedback–
their opinions, feelings, thoughts, and suggestions - from my participants regarding the
effectiveness of each lesson. Hence the idea of using the message cards to obtain their
opinions.
I acted as a writing mentor, working together with the individual to help improve the
content and organization of the composition. Asked about the opinion of effective
strategies during the final interview, one of the informants (Int:R4) remarked, “Teknik
mengajar satu persatu langkah…Setiap contoh yang diberi jelas, lepas itu kita buat
latihan, kemudian akan periksa. Dia akan membuat pembetulan di situ juga, malah ada
kelemahan, dia akan tambah. Lepas itu dia akan suruh kita buat balik. Dia akan kata,
“Ah, ini better daripada ini1”
Because they were adults, I did not believe in forcing work on them. They were free to
choose whether to work on the task or not. Their messages indicated their specific
problems that I could focus on during individual consultations, for example, “not
understanding the words, how to use the words” (Rose 73, Aly), “writing down ideas”
(Ijac),” I asking for help to improve communication skills” (Angek), “spelling” (I’zah),
“learning English” (Salomah Kelo). I hoped that this collaborative relationship would help
1
Translation: Teaching technique step by step. Every example clearly explained, then we do
exercises, after that checking, on the spot. If there is any flaw she will correct, and ask us to re-
do. Then she will say, “Ah, this is better than that.”
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the participant become more comfortable as a writer. Helping learners overcome their
fear of writing is critical to effective writing instruction (Stasz et al., 1991).
“Dear Madam, I like the way you explain everything. Step by step,
thoroughly. That really helps a lot.” (Sifamogha, 14/07/09). “You give
the explaination about one topic step by step. It’s make us to
understand the lesson easily..” (Acailong, 14/07/09)
I understand 50% what are lesson. Please go slowly the part is very
difficult because I can’t follow you (Ateh 66, 14/07/09)
I hope madam can translation to B Malaysia if madam teaching in my
class (Ana, 14/07/09),
Thank you for teaching us and be patient with us (Flo, 140709)
When asked during the interview about the strategies that helped, the responses were
“Penerangan berkenaan satu persatu diterangkan mengikut urutan3”, and “Pengulangan
menjadi peneguhan; yang tidak tahu menjadi akan tahu4.”
2
Translation: did not understand
3
Translation: each explanation done logically
4
.Translation: Repetition engenders reinforcement, what is not known, became known
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would like lecturer to guide me on how to write answers during exam give my grade”
(Salomah Kelo, 21/07/09). I had to make them understand that writing was a process
that they might not get perfect at the first draft. “But it could be frustrating and
exasperating when I saw errors being repeated over and over again despite pointing out
to them the importance of format in business letter writing. I have to keep reminding
myself that these are matured adults – school teachers! So reprimanding them like
school students is out. I learn to be patient”. (SR: 070709)
At the end of each three-hour lesson, the participants dropped their messages into the
box. Over the next couple of weeks, the cycles of practice were repeated. I based my
next course of action for the subsequent lesson on the feedback I obtained in the
message cards. In the initial cycles, as I expected the messages were responses
(Figure 3) to the lesson taught on that day. They gave feedback on my teaching
(Joanne, Angek, Putriziqa, BigBrother, Pisces, Acailong, Sifamogha, Mommy Cute, Ateh
66, Ana, 14/07/09). There was a suggestion that I teach using bi-lingual languages,
“Can you explain your lesson in bilingual?” (Cool Mummy, 14/07/09)
I decided to incorporate the concept of NIE (newspaper in education) with group work. I
asked the participants to bring newspapers. I made use of the newspapers to engage
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the participants in a more authentic context for English Language use. After showing
them a model letter of application, I asked them to select a newspaper advertisement for
vacancies and write the letter. I thought that a realistic context would make the activity
more interesting. In another lesson, I told them to read through the newspaper share
with the class interesting news they could find in the papers. I could see that they took
this seriously – they were poring over the articles. The task that followed was to write
letters of complaints. The participants read through the newspaper and reported to the
group about issues that could be used as stimulus to write a letter of complaint. When
the time came for “stand and tell”, the more proficient participants did very well. But it
was the weaker participants that I felt a sense of gratification. They tried very hard and
appreciated the experience.
“Dear Dr. Goh, your lesson is very beneficial today. I had forgotten all
my writing skills. So this is a good refreshment of the mind” (Mommy
Cute, 14/07/09)
During the interview, one informant (Int:R8) said that I “beri peluang buat kerja secara
perbincangan dalam kumpulan, dan kami dapat memberi idea dalam kumpulan
kemudian kami buat pembentangan”5.
i. Messages as Dialogues
In my initial plan, I saw the message cards as an additional form of writing exercise. But
as I read their messages, I saw that some of them needed answers (Figure 4). “Initial
reading of the cards made me realize that there is a need to reply to some of the
messages, especially those with questions. Therefore, instead of merely receiving the
messages and acting on it, I went one step further and answered to some of the cards.
We appeared to have started a message dialogue”. (SR:140709)
5
Translation: Gave opportunity to do discussion in groups and we could give ideas in groups and
after that make presentation
6
Translation:After every lesson, there is sure to be some among us who handed up the message
cards to respond. Maybe half, or 80 per cent handed up the message cards
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In time, they were able to recapitulate the day’s lesson. This indicated their skills in
paraphrasing. (Figure 6)
I took that as an indication of progress in their writing ability. Research has indicated
that students who like to write will probably write more, and an increase in the amount of
writing improves the quality of writing (Armstrong, 1988; Atwell, 1998; Nowacek, 2006;
Senacore, 1998; Schwertman & Corey, 1989).
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It appeared that a teacher’s job is not just to teach and deliver information. When a
comfortable level of trust and familiarity is achieved, the participant’s message genre
may include that of the personal nature and other subjects (Figure 8). Writing for
authentic purposes and being able to write about personal experiences are effective
ways for students to improve their writing (Atwell, 1998; Street, 2005; Graham & Perrin,
2007).
Some cards (Mummy Cool, Mommy Cute, D Fab) came with pretty graphic stickers, the
types which school teachers stick on their students’ pages for good work done. This
appeared to indicate that the learners took pleasure in writing the message cards. A
profusion of graphic stickers could also indicate contrition for forgetting their notes
(Figure 9).
Pada pandangan saya, mesej kad itu merapatkan hubungan tutor dengan
studentnya. Dia akan berhubung apa saja keinginan seorang pelajar
ataupun rasa hati pelajar itu, contohnya kerisausan tentang peperiksaan,
bertanyakan tentang cara-cara untuk skor dalam penulisan. Itulah
kebaikan message card7.(Int:I5)
7
Translation: In my opinion the message card developed close relations between tutor and
students. (The student) can communicate any needs or feelings, for example, worry about exams,
ways to score in writing. That is the good thing about message card
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This form of free writing approaches the language teaching of the learner as a 'whole
person'; a humanistic aspect of learning where the experience of the student is what
counts and the development of their personality and the encouragement of positjve
feelings are seen to be as important as their learning of a language (Harmer, 1991).
This phenomena is not unlike the benefits of on-line discussions. It was observed that
some students who kept quiet in the classroom thrived during online discussions largely
due to personality differences and preferred learning style (Zoraini, 2008).
8
Translation: This method allowed the shy one or the one who does not want to speak to send a
request
9
Translation: Help a lot because a person who is not good with speaking or is shy can write on
the message card
10
Translation: This is the best method to know a student’s problem
11
Translation: It can also improve our skills in writing questions in English Language
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the cards to ask questions, ask for help and give suggestions for further action outside
the classroom:
Dia memberi peluang kepada semua untuk tanya yang tidak ada peluang.
Masa pun tidak begitu free, kalau semua hendak bertanya jadi bila dia akan
belajar? Apa yang saya tidak tahu, kami berhubung melalui kad message. Bila
dapat respons, rasa gembiralah. Baguslah12 (Int: I6)
This can give us the chance to ask more questions and get feedback (Int:
I5)
The replies were appreciated (Mummy Cute, Apo 09, Putriziqa, D Fab, Cool Mummy):
“Thank you for reply my message. I appreciate that. I hope u patient teach me and our
group” (D Fab, 28/07/09). Subsequently I distributed the message cards for writing. It
was greeted with enthusiasm. I collected written messages from two-thirds of the class.
Penuh kesabaran dia . Contoh, ada edaran yang dibagi dulu, ramai yang
tak bawa. So apa dia nak buat? So dia sendiri yang talipon minta kawan
dia untuk fotostat and ask our ketua kelas pergi ambil. Dia tidak marah.
Saya begitu hairan tahap kesabarannya. Saya sendiri yang malu. Lepas
itu, semua tidak berani meninggal nota sudah, rasa segan mahu tertinggal.
Sebab dia buat begitu, kan? Tidak marah, kan? Paling suka, dia sentiasa
senyum, buat kita minat lah. Kita tidak stress13 (Int: I6)
12
Translation: She gave everyone who did not have the chance, the opportunity to ask. She is not
that free, if all want to ask, when can she teach? What I did not know, we communicated through
the message card. When I get her response, I feel happy. That is good.
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5.0 CONCLUSIONS
5.1 What worked?
I started the action research on the message writing activity with a two-fold aim; first, find
out what teaching and learning strategies work for my learners in the “English for Written
Communications” class, and second, to find out the effectiveness of message cards in
encouraging the participants to write. A direct result of the message card practice was
that I obtained immediate feedback about my lesson strategies from the learners. For
example, Putrizuqa (280709) wrote, “.. when I learn about the writing letter, I can
improved my skills in written. I have much knowledge about the type of letter.”
I learnt that what worked about my teaching was carrying out the lesson slowly and
systematically, giving explanation step by step, and using translation when necessary. I
realized that traditional methods of consciously learning the language still worked.
Harmer (1991) suggested that “the use of tasks and the provision of a lot of
comprehensible input will..allow students to activate their knowledge and .. help to
provide them with a rich language store” (p. 71). The participants welcomed the clearly
explained language work which they could then use to 'create' new sentences: as they
found that they were getting the language right thus giving them a strong feeling of
security.
More importantly, I learnt that the participants’ motivation to develop the language and
writing skill was sustained with the increasing regard we had for one another. In many
ways, it was the positive response by my learners to my strategies that gave me
confidence and belief in the effectiveness of my actions.
13
Translation: She was very patient. For example, many of us forgot to bring a handout she gave
in the past. So what did she do? She herself phoned her colleague to make photocopies and
asked our class head to go and collect. She was not angry. I was amazed at her patience. I
myself was embarrassed. After that, none of us dared to leave our notes behind – too shy.
Because she was like that, right? Not angry, right? I like best that she always smile. Made us
interested. We are not stressed.
14
Translation: I am attracted to the message card writing technique because indirectly it has
helped my writing in EWC (English for Written Communiations)
15
Translaltion: Previously in the SPM English Language paper, I write in mixed English
Language and Bahasa Melayu. Now I am proud that in this exam, I can do it without Bahasa
Melayu
16
Translation: Helped build my English Language writing skills although basically I am very
poor in English Language writing
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But they did not become excellent writers in a short period of 14 weeks. I was mindful of
Kemmis and McTaggart’s (1988) caution against expecting immediate and substantial
success, suggesting that real change usually breeds a certain amount of incompetence
(p. 87). My learners had not mastered the skills necessary to write a perfect message. “I
am pragmatic enough not to expect that. What I hoped was that this exercise would
whet their interest in writing so that they could make writing in English a sustainable
habit long after this course is over”. (SR:070909).
17
Translation: As if she give attention to us. The way she reply, is like she give attention to us.
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By finding out what writing strategies learners prefer and what the use of message
cards can do, I could share this information with other instructors, thereby adding to the
resources they could draw upon to help their learners become better writers. This would
help their learners become more confident writers, improve their chances of passing
their written test, and be able to write for a variety of purposes in their lives.
I could also share this information with professional development staff, who would then
incorporate it into workshops and trainings for writing pedagogies. Another purpose for
conducting this study was to add to the research that has been done on adult writing
literacy. Unfortunately, research on message cards as a strategy to teach adults to write
is limited and unspecific. Because most of the research on what improves student
writing has been done with school-age children and not with adults, teachers often use
the strategies that are successful for school-age children and adapt them for their adult
learners. Although it is a comon notion, teachers need current research conducted on
the beneficial use of message cards with adult language learners to inform their practice.
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adult learners better; and I learnt that andragogy was not all about strategies, but also
needed the teacher’s personal engagement, patience and caring. Ultimately, a teacher
motivates the learners through their hearts and minds.
Dr. Goh Lay Huah is a senior lecturer in the Research and Innovations Department in
the Malaysian Teacher Education Institute, Gaya Campus, Kota Kinabalu, Sabah. Her
forte is education research, and her research focus is ICT in education, teaching English
Language, and change management. She can be reached at gohlayhuah@yahoo.com
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