THE RELATIONSHIP BETWEEN MALAYSIAN LEARNERS’ SELF-CONCEPT AND ENGAGEMENT IN ACADEMIC WRITING

Abstract

This study focuses on the relationship between Malaysian learners’ selfconcept in academic writing and their engagement in the academic writing class. A mixed methods approach was adopted, with an initial survey of 170 students, followed by two semi-structured interviews with each of eight student participants. The quantitative findings ascertained that a positive relationship existed between self-concept in academic writing and student engagement. Further exploration in the qualitative phase affirmed this and identified the nature of the links between the two constructs. The findings revealed that students’ self-concepts in academic writing and engagement were dynamic constructs in that they were influenced by multiple internal and external factors from students’ past and present contexts. They were therefore susceptible to change, and developmental in nature. Both selfconcept in academic writing and engagement were found to play an important role in helping students adapt to their new academic context and learning demands, since the intertwining ecologies of self-concept in academic writing and engagement appear to tap a common motivational element related to goals and future self. The findings of this study suggest that students may benefit from writing support and a writing curriculum that is discipline-specific to help enhance their self- concepts, academic identity and academic legitimacy. It is also suggested that an extensive professional development program be provided for instructors and institutions to cope with any major curriculum and policy changes.