Ilyana Jalaluddin
PhD candidate
Faculty of Education, National University of Malaysia
Dr Melor Md Yunus & Pn Hamidah Yamat
Lecturer/Supervisor
Faculty of Education, National University of Malaysia
ABSTRACT
The purpose of the say is to check into how much teachers assistance affect the discipline of rural area learners self-efficacy in writing. Social cognitive theory and socio cultural theory will be used as the theoretical framework to pursue the discussion on the set up of teachers assistance on learners writing self-efficacy. A look at the socio cognitive theory is necessary in order to understand the self-efficacy concept in learning. While, the concepts of scaffolding and regularise proximal development (ZPD) originated from socio cultural theory are grievous to stress the social process of learning that correlates with teachers assistance in writing. This study adopts a case study approach where three students and a teacher are elect from a form iv class through goal-directed sampling. It aims to investigate the rural area learners writing self-efficacy level in detail. Learners writing self-efficacy will be evaluated using writing self-efficacy home and classroom thoughtfulness.
This study excessively will adopt observation adopted from Wang & Pape (2007) for analyzing self-efficacy to understand the participants self-efficacy phenomena in their learning to write. Secondly, this study also aims to explore the rural area learners self-efficacy in writing later certain amount of assistance given by the teacher. Thus, this study places a heavy emphasis on the perceptions and actions of form four students and teacher through non-participant classroom observations, interviews with each of the three students and teachers interviews.
INTRODUCTION
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