Using GRE³AIT Module to Improve Communicative Writing Competence among Malaysian Primary ESL Learners

Abstract

This classroom-based action research investigated the effectiveness of the GRE³AIT (GAMLET Communicative WrAIting) Module in enhancing the communicative writing competence of low-achieving Malaysian primary Level 2 ESL learners. The study addressed the challenge faced by these learners in constructing extended communicative messages for the End of Academic Session Test (UASA), a requirement set by the Ministry of Education Malaysia. The GRE³AIT Module, underpinned by the principles of “Enjoy, Expand, and Evaluate,” was designed to foster an engaging and effective writing process. It integrates a Gamified Flipped Home-Based Learning Model (GAMLET) with AI-powered feedback through QuillbotAI, aligning with flipped learning, mastery learning, constructivism, and gamified learning theories. The module features memorable formulas and a controlled writing approach to guide learners. Four low-achieving students, selected via purposive sampling, participated in a two-week intervention using the module. Pre- and post-intervention assessments revealed significant improvements in communicative writing, with individual gains ranging from 200% to 333%. Participants demonstrated mastery of key writing skills, including identifying message types, recognising recipients, stating content, and accurately punctuating messages. Furthermore, the intervention positively influenced learners’ perceptions, with participants reporting increased confidence and enjoyment in writing. The findings suggest that the GRE³AIT Module is a highly effective pedagogical tool for developing communicative writing skills in ESL learners. By providing a structured, engaging, and AI-supported learning environment, it empowers students to confidently meet the communicative demands of the UASA. This innovation aligns with The Roadmap of Reform of English Language Education in Malaysia, contributing to the development of proficient ESL communicators who meet CEFR standards. The implications of this research extend to broader ESL education practices, highlighting the potential of integrating gamified flipped learning and AI to address specific writing challenges and improve learner outcomes nationwide.