Writing Skills Must Go Beyond Test Scores, Experts Warn
Malaysia's strong performance on recent regional literacy assessments masks a deeper problem: most students treat writing as a product to finish, not a process to master.
Only 21% of Malaysian pupils tested achieved the highest level on the South-East Asia Primary Learning Metrics 2024, leaving the majority at moderate and lower levels. Dr Norfaizal Jamain, a languages and linguistics lecturer at Universiti Malaya, said this gap reflects how schools reduce writing to examinations and grades.
"If pupils merely produce output without going through the processes of planning, structuring and evaluating ideas, they are not truly developing writing skills," he said.
The Real-World Gap
The weakness becomes visible outside classrooms. Malaysian graduates often struggle to translate complex technical ideas into language others understand, said Prof Datuk Dr Noraini Idris, president of the National Science, Technology, Engineering and Mathematics (STEM) Association.
"We are seeing a language barrier in STEM where technical vocabulary is known, but the ability to weave that vocabulary into a coherent, persuasive argument is still developing," she said.
Without strong writing and reading skills, scientists cannot communicate discoveries effectively. "A brilliant scientific discovery remains locked in a silo, unable to influence policy or improve lives," Prof Noraini explained.
AI Makes Writing More Critical, Not Less
The rise of AI tools makes human writing skills more valuable. As AI handles routine tasks like code generation and basic documentation, the human role shifts toward high-level synthesis and ethical judgment.
"When a student writes a lab report or research proposal, they are forced to organize chaotic data into a logical narrative. This process triggers deep critical thinking because you cannot write clearly about something you do not understand profoundly," Prof Noraini said.
STEM professionals must learn to write effective prompts for AI systems and critically assess the output. Those who over-rely on AI risk losing the ability to spot errors.
"In an AI-driven world, those who can write with clarity, authority and empathy will lead, while those who rely solely on clicking 'generate' risk remaining replaceable," she said.
How Schools Should Respond
Dr Norfaizal said schools focus too heavily on grammar and format instead of idea development. He recommends using AI as a support tool-not a replacement for thinking.
"Pupils should demonstrate initial drafts, language refinement and justification for revisions," he said.
Writing instruction should shift from structure-oriented exercises to approaches grounded in discourse, argumentation and reflection. "Otherwise, we risk producing graduates who are dependent on technology but weak in real communication abilities," he said.
Prof Dr Sivabala Naidu, president of the Malaysian English Language Teaching Association, stressed that pupils with limited exposure to language-rich environments produce shorter, formulaic responses. He recommended creating low-anxiety learning environments where pupils take risks and make mistakes.
"Oral rehearsal, collaborative writing and peer interaction help bridge thinking and written expression," he said.
Schools should adopt differentiated teaching based on language proficiency levels and integrate linguistic support strategies. Teacher training must focus on language-responsive instruction, not just content delivery.
"Without these changes, achievement gaps between school types will persist despite a seemingly uniform curriculum," Dr Norfaizal said.
Resources for Writers
Professionals interested in strengthening their approach to AI-assisted writing may find value in Prompt Engineering Courses, which teach how to write effective prompts and critically assess AI-generated output. For writers specifically, AI for Writers covers content creation strategies and how to integrate AI into the writing process while maintaining critical thinking.
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