Enhancing Writing Engagement in Malaysian Lower Secondary ESL Classrooms through the Collaborative Digital Writing Cycle (CDWC)

Abstract

This study explores the use of the Collaborative Digital Writing Cycle (CDWC) as a structured approach to enhancing writing engagement among lower secondary ESL students in Malaysia. Writing instruction in many ESL classrooms remains teacher centred and examination focused, often resulting in limited student engagement during the writing process. Guided by Engagement Theory, this qualitative case study investigates how CDWC is implemented in an ESL classroom and how it influences students’ behavioural, cognitive, and emotional engagement in writing. Data were collected through classroom observations, semi structured interviews with one ESL teacher and four students, and document analysis of students’ written work. The findings indicate that the staged structure of CDWC supports students in organising ideas, sustaining participation, and developing confidence in writing through collaborative digital practices. Teacher guidance played a critical role in scaffolding planning, peer feedback, and the effective use of digital tools. However, challenges related to uneven digital readiness, peer interaction management, and online distractions were also identified. Overall, the study suggests that CDWC has strong potential to enhance writing engagement when implemented with clear structure and active teacher mediation. The findings contribute practical insights for ESL teachers seeking to integrate collaborative digital writing approaches in lower secondary classrooms.