THE FEASIBILITY OF TEACHING WRITING PROGRAM BASED ON BALANCING PROCESS AND PRODUCT APPROACH

2017 ◽  
Author(s):  
Feng-Ru Chen
Keyword(s):  
Teaching Writing ◽  
Writing Program ◽  
Product Approach

Modern approaches in teaching writing skill within the process of foreign language teaching

2020 ◽  
pp. 110-117
Author(s):  
Umida Kulmagambetovna Khodjaniyazova 
Keyword(s):  
Foreign Language ◽  
Language Policy ◽  
Language Teaching ◽  
Process Approach ◽  
Foreign Language Teaching ◽  
Teaching Writing ◽  
Foreign Language Writing ◽  
Language Writing ◽  
Product Approach ◽  
Writing Competence

This article is devoted to the problem of the development of writing competence in the process of foreign language teaching. The article refects the main directions of the language policy in the Republic Uzbekistan with reference to the fundamental normative documents in this area, describes the conditions for the successful language policy in the feld of foreign language education. The characteristic features of foreign language writing competence is presented. The concept of the term «approach» is analyzed by foreign scholars and the author focuses on the advantage of two modern approaches in teaching foreign language writing competence as Product approach and Process approach. A review of two modern approaches is presented by involving the points and claims of well-known foreign scholars. The article deals with the assessment criteria, the learning process and effective techniques that are used on the basis of product approach. It presents a typical model for process approach created by the English specialist C. Tribble. Carried out comparative analysis of two given approaches, leads to the conclusion that both product approach and process approach, despite of their advantages, are not perfect enough in teaching writing since both approaches were criticized by methodologists. As a result of the study, it is concluded that it is preferable to use a mixed approach, along with traditional ones to develop writing competence of students.

Evaluating Product Writing Approach in the Context of Malaysian Classrooms: A Conceptual Paper

2018 ◽  
Vol 2 (2) ◽  
Author(s):  
Sarala @ Thulasi A/p Palpanadan ◽  
Fauziah Ismail ◽  
Abdul Rahim Salam
Keyword(s):  
Writing Skills ◽  
Language Teachers ◽  
Teaching Writing ◽  
Conceptual Paper ◽  
Product Approach

This paper aims to evaluate the practices of language teachers in teaching writing in the Malaysian classrooms. For this purpose, a detailed investigation into the existing literature was carried out. More specifically, the paper investigated the motivation of teachers for using product writing approach in teaching writing. The paper attempted to answer two questions: first, why teachers in the Malaysian classrooms prefer to use product writing approach dominantly, second, how model essays can be effectively used for developing students’ writing skills. The existing literature revealed that teachers prefer to use product approach for several reasons. Helping students to obtain good grades, covering course requirements on time and preparing students for examination are some of the reasons for adopting this approach. The study also discovered that product approach is not an effective way to teach writing skills because it makes the students passive and become dependent learners. This paper suggests that teachers should use model essays carefully according to students’ needs and capabilities.

Instructional Recommendations for Teaching Writing to Exceptional Students

1988 ◽  
Vol 54 (6) ◽  
pp. 506-512 ◽  
Author(s):  
Steve Graham ◽  
Karen R. Harris
Keyword(s):  
Writing Instruction ◽  
Writing Process ◽  
Present Knowledge ◽  
Teaching Writing ◽  
Exceptional Students ◽  
Writing Program ◽  
Teaching Of Writing

This article addresses the teaching of writing, an often overlooked area in the education of exceptional students. Ten recommendations for developing an effective writing program are presented. These recommendations are based on current conceptualizations of the writing process, effective principles of writing instruction, and present knowledge of exceptional students' writing capabilities.

scholarly journals Writing Instruction in Secondary Schools: Unraveling Practices and Challenges

2019 ◽  
Vol 1 ◽  
pp. 108-118
Author(s):  
Tirtha Karki
Keyword(s):  
Classroom Observation ◽  
Group Discussion ◽  
Secondary Level ◽  
English Teachers ◽  
Structured Interview ◽  
Teaching Writing ◽  
Practical Training ◽  
Public And Private ◽  
Language Classrooms ◽  
Product Approach

In a discourse related to teaching writing in second or foreign language classrooms, there is a focus on process writing which seems still new practice in many Nepali classrooms. In this context, this study was conducted to explore secondary level English teachers' practices and challenges of teaching writing. The study adopted qualitative research design. For this, twenty secondary level English teachers from both public and private schools of Sunsari District, Nepal were selected as informants. The data were collected through classroom observation, semi- structured interview and Focused Group Discussion (FGD). First, classroom observation of eight teachers was carried out followed by semi-structured interview. Then, the other twelve teachers were invited for FGD. Analysis of qualitative data uncovered that majority of the teachers adopted product approach to teaching writing with abundant stress on support to students for securing good marks in the final examination. The major challenges revealed behind this situation were large class size, low proficient learners, pressure on course completion, lack of practical training for teachers, and insufficient resources including ICT facility in the classroom contexts.

scholarly journals The Right Approach in Practice: A Discussion of the Applicability of EFL Writing Practices in a Saudi Context

2016 ◽  
Vol 9 (7) ◽  
pp. 97 ◽  
Author(s):  
Iman M. Oraif
Keyword(s):  
Saudi Arabia ◽  
Process Approach ◽  
Teaching Writing ◽  
Efl Writing ◽  
Writing Practices ◽  
Grammatical Accuracy ◽  
Product Approach ◽  
The Right ◽  
Study Context ◽  
Teaching Of Writing

<p>The aim of this paper is to describe the different approaches applied to teaching writing in the L2 context and the way these different methods have been established so far. The perspectives include a product approach, genre approach and process approach. Each has its own merits and objectives for application. Regarding the study context, it may be noted throughout previous researches that the product approach is the most common way of teaching EFL writing. In this regard, L2 teachers are mostly concerned with grammatical accuracy and the final written product. However, this paper shifts the emphasis more towards the process approach and how this is more appropriate for the Saudi context. A further description of measuring elements in this approach is provided. Finally, this means of providing feedback is considered in relation to the teaching of writing. As a result, it is hoped that this paper will provide insights for developing writing practices in EFL teaching in Saudi Arabia.</p>

How Blending Process and Product Approaches to Teaching Writing Helps EFL Learners

2015 ◽  
pp. 94-114
Author(s):  
Khadernawaz Khan ◽  
Umamaheswara Rao Bontha
Keyword(s):  
Academic Success ◽  
Learning Outcomes ◽  
Student Perceptions ◽  
Academic Career ◽  
Teaching Writing ◽  
Efl Learners ◽  
Course Content ◽  
Foundation Program ◽  
Product Approach ◽  
Assessment Procedures

Writing is a deciding factor for academic success among tertiary-level students. Developing the writing skill of learners at the foundation level plays a significant role in their academic career. In teaching writing, a debatable issue has been whether to use a process or product approach. While some researchers contend that a process approach helps develop writing among ESL/EFL learners, others argue that the product is more important than the process. However, process without product would be aimless and a product without a process would be hollow. This chapter deals with the writing module taught across the three levels of the Foundation Program at Oman's Dhofar University. It focuses on how writing course content, learning outcomes, writing portfolios, and assessment procedures are addressed and how the process and product approaches are blended to achieve learning outcomes. Teacher and student perceptions on how this approach helps are analyzed and discussed.

scholarly journals Being an Effective Writing Teacher: Understanding Writing Theories behind the Product, Process, and Genre Approaches

2020 ◽  
Vol 1 (2) ◽  
pp. 35-47
Author(s):  
Pariwat Imsa-ard
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
Teaching Practice ◽  
Writing Skills ◽  
English Language Proficiency ◽  
Teaching Writing ◽  
Writing Teacher ◽  
Teacher Understanding ◽  
Product Approach ◽  
Teaching Of Writing

Writing takes part in everyday life, such as taking notes and writing emails. In learning, passive knowledge on students’ minds can be transformed into their own language through writing. Moreover, the ability to write in a second language, English for instance, is considered as a crucial tool nowadays. Students who want to pursue their higher education are required to take an English language proficiency exam, such as IETLS and TOEFL, which constitutes the assessment of writing skill. Consequently, it is important that a writing teacher should possess the ability to teach writing effectively and to help students enhance their writing skills. As there are a number of different approaches to the teaching of writing, this paper begins with an overview of teaching writing and explores three main approaches–product approach, process approach and genre approach. In each approach, the strengths and limitations of such an approach in teaching practice will then be analysed. Subsequently, this paper will discuss and examine how an understanding of such theories regarding teaching writing helps a writing teacher to be most effective in the classroom and how it can support their teaching.

Assessing the Effect of Direct and Indirect Corrective Feedback in Process-based vs Product-based Instruction on Learners’ Writing

2021 ◽  
Vol 21 ◽  
pp. 35-53
Author(s):  
Mojgan Khaki ◽  
Hossein Heidari Tabrizi
Keyword(s):  
English Language ◽  
Corrective Feedback ◽  
Teaching Writing ◽  
Intermediate Students ◽  
Efl Learners ◽  
Indirect Feedback ◽  
Product Approach ◽  
Based Instruction ◽  
Post Hoc ◽  
Direct Feedback

The present study peruses EFL learners in a kind of process-product approach in writing and investigates the possible effects of teachers’ direct and indirect corrective feedback in four English language institutes in Isfahan, Iran. Four groups of intermediate students participated as a case in this study. The total number of participants was 120 female EFL learners selected based on a convenient non-random sampling method but randomly divided into four experimental groups. In the first group, the product-based approach was used to teach writing, and the learners received direct corrective feedback. In the second group, again product-based approach was used to teach writing, and the learners received indirect corrective feedback. In the third group, the writing was taught using a process-based approach, and the learners received direct corrective feedback, and in the last group, the learners received indirect feedback in process-based writing. The writing performance of the students in all four groups was compared in terms of accuracy. ANOVA and Post-hoc tests revealed that the process-based approach through which direct feedback was provided was more effective than other teaching writing approaches.

Creative Tips for Teaching Writing Skills

2009 ◽  
Author(s):  
Kristine M. Kelly ◽  
Robin A. Anderson ◽  
Greg Bohemier ◽  
Kim A. Case
Keyword(s):  
Writing Skills ◽  
Teaching Writing
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