Beyond the Written Word: Emerging Innovative Writing Practices in a Malaysia University Classroom

Nur Huslinda Che Mat, Farina Tazijan, Nor Fazlin Mohd Ramli, Siti Fauziana Zakaria, Malissa Maria Mahmud and Mohammad Radzi Manap
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Nur Huslinda Che Mat: Akademi Pengajian Bahasa, Universiti Teknologi MARA, Malaysia
Farina Tazijan: Akademi Pengajian Bahasa, Universiti Teknologi MARA, Malaysia
Nor Fazlin Mohd Ramli: Akademi Pengajian Bahasa, Universiti Teknologi MARA, Malaysia
Siti Fauziana Zakaria: Akademi Pengajian Bahasa, Universiti Teknologi MARA, Malaysia
Malissa Maria Mahmud: Centre for English Language Studies, Sunway University, Malaysia
Mohammad Radzi Manap: Akademi Pengajian Bahasa, Universiti Teknologi MARA, Malaysia

International Journal of Research and Innovation in Social Science, 2024, vol. 8, issue 8, 4757-4770

Abstract: According to recent studies, there is a widening gap between traditional writing pedagogies and the demands of the digital age. It is evident that both teachers and students have expressed challenges in negotiating the complex standards of meeting the requirements of academic writing conventions. In the Malaysian educational context, there is a noticeable struggle to balance traditional writing approaches with the demands of the digital era. Given the unique practices observed in the university setting, this study aims to provide an in-depth qualitative exploration of changes in academic writing practices and innovative solutions to the identified challenges. Drawing on the theoretical foundations of Vygotsky’s Sociocultural Theory and Brian Street’s Academic Literacies, this study utilises semi-structured group interviews with four students and one teacher from a university writing classroom. Exploring the academic landscape in Malaysia, the findings shed lights on several key issues: the pressing need for adaptable teaching approaches, the importance of students acquiring and using digital skills, and the value of collaborative learning in achieving effective writing outcomes. This study highlights the need for a blended teaching approach to prepare the teachers, policymakers, and students for global writing standards. The findings are expected to have important implications for curriculum development, teaching approaches, and broader educational policies.

Date: 2024
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