Enhancing Narrative Writing through the 4C’s to WRITE Module: A Mixed-methods Study in Malaysian ESL Classrooms

Abstract

There are four language skills that learners acquire when learning, which are listening, speaking, reading, and writing. However, learners often face a barrier in writing skills compared to the other three language skills. Therefore, the 4C's to WRITE Module was created in this study. Moreover, this Module emphasises the amalgamation of communication, collaboration, creativity, and critical thinking (4C's) based on the Online Collaborative Learning Theory (OLC). The learners use this Module to practise their narrative writing elements. The ASSURE Model, comprising six steps, was used in the development and assessment phases of the Module. Fifty-five Form 4 English as a Second Language (ESL) learners from two upper secondary schools in Malaysia participated in the study. Pre-test, post-test, and interviews were conducted to assess the effectiveness of the Module in developing narrative writing skills. The findings showed that the Module could assist learners in constructing main ideas, organising these ideas into a few paragraphs, and applying appropriate grammar and vocabulary features to write a story. Moreover, the findings showed that the t-value was 21.64 and a partial Eta squared was .875, indicating that 87.5 per cent of the variation in the overall scores for the post-test is attributed to the 4C’s to WRITE Module. The participants also disclosed that they would need more grammar and vocabulary practices according to their language proficiency. Therefore, it is recommended that future researchers design more grammar and vocabulary assessments aligned with learners' ability levels. Overall, this study presents a novel framework that integrates 4C's skills with narrative writing instruction, demonstrating effectiveness in enhancing ESL learners' writing competence and higher-order thinking skills.