Improving Language Preparatory School Students` Writing Skills through Process Approach

Authors

  • Hur Mustafa Yucedal Tishk International University, Iraq
  • Liva Adil Shareef Tishk International University, Iraq

DOI:

https://doi.org/10.53103/cjlls.v2i5.65

Keywords:

Academic Writing, Process Approach, Product Approach

Abstract

An increasing number of studies has been conducted about the approaches to improve learners` writing in an Academic Writing course. However, no approach stood out as the most efficient one. In this respect, process based approach and product based approach were compared in this study. The study was conducted on language preparatory school students at a prestigious private university in Erbil over 17 weeks. Simple random sampling method was employed to choose the sample from the population. Experimental and control group students were equal as 20. Experimental group students took instructions based on the steps of process approach, whereas control group students followed the steps of product approach. Each student was required to write about 8 topics regardless of being in control or experimental group. The students took two exams as pretest and posttest to make comparisons through SPSS 23. Independent samples t test p value was measured as .004 which was significant. Also, paired samples t test p value was .000 which was also highly significant in experimental group. These results reveal that the students who followed a process based approach instruction outperformed the students who got a product approach based instruction. Similarly, the questionnaire and interview analysis as a part of qualitative data uncovered that the students` satisfaction rate was higher once they followed a process based approach writing instruction. Findings of this study suggest that process approach can be integrated into Academic Writing curriculums without having any hesitation.

References

Acharya, A. S., Prakash, A., Saxena, P., & Nigam, A. (2013). Sampling: Why and how of it. Indian Journal of Medical Specialties, 4(2), 330-333.

Ahn, H. (2012). Teaching Writing Skills Based on a Genre Approach to L2 Primary School Students: An Action Research. English Language Teaching, 5(2), 2-16.

Badger, R. & G. White. 2000. A process genre approach to teaching writing. ELT Journal, 54(2), 153-160.

Brown, J. D. (2002). The Cronbach alpha reliability estimate. JALT Testing & Evaluation SIG Newsletter, 6(1).

Celik, B. (2017). Teaching profession and passion. International Journal of Social Sciences and Educational Studies, 4(2 (Special Issue)), 85–92. https://doi.org/10.23918/ijsses.v4i2sip85

Cope, B., & Kalantzis, M. (2014). The powers of literacy (RLE Edu I): A genre approach to teaching writing. Routledge.

Curtis, A. (2001). Hong Kong student teachers' responses to peer group process writing. Asian Journal of English Language Teaching, 11, 129-143.

Derrick, B., Broad, A., Toher, D., & White, P. (2017). The impact of an extreme observation in a paired samples design. Advances in Methodology and Statistics, 14(2), 1-17.

Durga, V. S. S., & Rao, C. S. (2018). Developing students' writing skills in English-A process approach. Journal for Research Scholars and Professionals of English Language Teaching, 6(2), 1-5.

Galvin, S., & Greenhow, C. (2020). Writing on social media: A review of research in the high school classroom. TechTrends, 64(1), 57-69.

Ghufron, M. A. (2016). Process-genre approach, product approach, and students’ self-esteem in teaching writing. Indonesian EFL Journal: Journal of ELT, Linguistics, and Literature, 2(1), 37-54.

Gómez Burgos, E. (2017). Use of the genre-based approach to teach expository essays to English pedagogy students. How, 24(2), 141-159.

Graham, S., & Sandmel, K. (2011). The process writing approach: A meta-analysis. The Journal of Educational Research, 104(6), 396-407.

Graham, S., Gillespie, A., & McKeown, D. (2013). Writing: Importance, development, and instruction. Reading and Writing, 26(1), 1-15.

Hashemi, M. R., & Babaii, E. (2013). Mixed methods research: Toward new research designs in applied linguistics. The Modern Language Journal, 97(4), 828-852.

Hyland, K. (2007). Genre pedagogy: Language, literacy and L2 writing instruction. Journal of Second Language Writing, 16(3), 148-164.

Hyland, K. (2008). Genre and academic writing in the disciplines. Language Teaching, 41(4), 543-562. https://doi.org/10.1017/S0261444808005235

Kadmiry, M. (2021). The comparison between the process-oriented approach and the product-oriented approach in teaching writing the case of Moroccan EFL students in preparatory classes for the Grandes Ecoles. Arab World English Journal (AWEJ), 12.

Kara, S. (2020). Letting smartphones at class times: does it matter in learning process? International Journal of Social Sciences & Educational Studies, 7(1), 78-87. https://doi.org/10.23918/ijsses. v7i1p78

Kara, S., & Abdulrahman, S. A. (2022). The effects of direct written corrective feedback (WCF) on language preparatory school students IELTS independent writing section score. Canadian Journal of Language and Literature Studies, 2(4), 66-88. https://doi.org/10.53103/cjlls.v2i4.58

Kara, S., & Abdulrahman, S. A. (2022). The effects of product approach on language preparatory school students writing score in an academic writing course. Canadian Journal of Language and Literature Studies, 2(4), 45-65. https://doi.org/10.53103/cjlls.v2i4.57

Matsuda P. K. (2003). Second language writing in the twentieth century: A situated historical perspective. In Kroll (Ed.) Exploring the dynamics of second language writing. Cambridge: Cambridge University Press.

Myles, J. (2002). Second language writing and research: The writing process and error analysis in student texts. TESL-EJ, 6(2).

O'Brien, T. (2004). Writing in a foreign language: Teaching and learning. Language Teaching, 37(1), 1-28.

Pacello, J. (2019). Cultivating a process approach to writing: student experiences in a developmental course. Journal of the Scholarship of Teaching and Learning, 19(2), 187-197.

Rashtchi, M., Porkar, R., & Saeed, S. F. G. M. (2019). Product-based, process-based, and genre-based instructions in expository writing: Focusing on EFL Learners’ performance and strategy use. European Journal of Education Studies.

Rochon, J., Gondan, M., & Kieser, M. (2012). To test or not to test: Preliminary assessment of normality when comparing two independent samples. BMC Medical Research Methodology, 12(1), 1-11.

Schoonen, R. (2019). Are reading and writing building on the same skills? The relationship between reading and writing in L1 and EFL. Reading and Writing, 32(3), 511-535.

Serin, H. (2022). Impact of Pandemic COVID-19 on Higher Education in Iraq. International Journal of Social Sciences & Educational Studies, 9(1), 78-90.

Webometrics. (2021a, July). Top universities by citations. Ranking web of universities. Retrieved from http:// https://www.webometrics.info/en/transparent. (Access Date: July 25, 2021).

Westmacott, A. (2017). Direct vs. indirect written corrective feedback: Student perceptions. Íkala, Revista De Lenguaje Y Cultura, 22(1), 17-32.

Yildiz, Y. (2020). Task-Based language teaching: An approach in the spotlight to propel language learning forward. International Journal of Social Sciences & Educational Studies, 7(1), 72-77.

Downloads

Published

2022-09-01

How to Cite

Yucedal, H. M., & Shareef, L. A. (2022). Improving Language Preparatory School Students` Writing Skills through Process Approach. Canadian Journal of Language and Literature Studies, 2(5), 50–72. https://doi.org/10.53103/cjlls.v2i5.65

Issue

Section

Articles