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>

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.

Designing a Wiki-Based Course for Enhancing the Practice of Writing Skills in the 21st Century

2016 ◽  
pp. 259-279
Author(s):  
Ahmed Abdulateef Al Khateeb
Keyword(s):  
Social Support ◽  
Saudi Arabia ◽  
Medical Students ◽  
21St Century ◽  
Academic Writing ◽  
Collaborative Writing ◽  
Process Approach ◽  
English For Specific Purposes ◽  
Writing Course ◽  
Teaching Of Writing

This chapter describes an intervention of a wiki-based course to enhance the practice of academic writing through the process approach. This course was experimented on a freshmen year class of medical students learning English for specific purposes at a university in Saudi Arabia. This chapter draws on the relevant theories and their relationship to the practice of wikis in learning academic writing. Wikis have been introduced into the teaching of writing to afford collaborative assistance and social support. Accordingly, the chapter demonstrates the structure of the course and details the systematic organization between the in-class teaching and on-wiki practice. The intervention of a wiki-based writing course gives emphasis on the background of the tasks assigned. It points out the essential characteristics of the structure of wiki interface that would enable learners to accomplish the process-oriented wiki-mediated collaborative writing (PWMCW) tasks. This new practice reveals the evaluation of this course with its writing tasks, based on the learners' perspectives.

scholarly journals Developing Contextually Sensitive Free Writing Pedagogy: Transitioning from a Product Approach to a Process Approach

2017 ◽  
Vol 41 (5) ◽  
pp. 11
Author(s):  
Akira Iwata
Keyword(s):  
Writing Pedagogy ◽  
Process Approach ◽  
Process Writing ◽  
Student Needs ◽  
Efl Writing ◽  
Efl Learners ◽  
Writing Course ◽  
Different Types ◽  
Free Writing ◽  
Product Approach

In an attempt to design a free writing course for less proficient EFL learners, models for process writing were used as a possible solution to the problems identified in a preliminary student needs analysis. The course included prewriting activities, different types of teacher feedback, and two revisions. The concluding questionnaire survey revealed that presenting models before writing can alleviate students’ mental pressure when writing and, with appropriate conditions, can help them save time. The currently proposed method may serve as an EFL writing model. 自由英作文指導法の構築に向けて、予備アンケートの結果をもとに、プロセス・ライティングの枠組みの中で、モデルを利用した指導を、習熟度が高くないEFLの学生に行った。授業ではプレ・ライティング活動、教員からのフィードバック、2度の書き直しを行った。事後アンケートの結果から、モデルの使用は執筆時の学習者の精神的負担を軽減するとともに、適切に利用されれば時間の短縮にもつながり、EFLライティングのモデルとして活用できるという可能性が示唆された。

Investigating the Effects of Using Writing Process on Students’ Writing Performance at Foundation Program- Hai’l University

2018 ◽  
Vol 10 (3) ◽  
pp. 14
Author(s):  
Najwa Rebhi Wahdan ◽  
Dipima Buragohain
Keyword(s):  
Saudi Arabia ◽  
Traditional Method ◽  
Writing Process ◽  
Process Approach ◽  
Teaching Writing ◽  
Writing Performance ◽  
Writing Skill ◽  
Foundation Program ◽  
Efl Students ◽  
Preparatory Year

This study sheds the light on investigating the effects of using Writing Process Approach in developing EFL students in writing skill. It consists of 60 students from foundation program at Hai’l University –Saudi Arabia. The researchers use content analysis procedures to analyze students’ writing. This paper also focuses on the importance of the methods of teaching writing for preparatory year.  Pretest and posttest were used to investigate the effects of traditional and writing process on students’ writing performance. The results showed that students who studied according to the writing process outperformed than those who studied by traditional method. The study recommended to use the writing process in the foundation program at university of Hai’l. 

scholarly journals INTEGRATION OF PRODUCT AND PROCESS APPROACHES IN ESL CLASSROOMS

2020 ◽  
Vol 6 (1) ◽  
pp. 80-83
Author(s):  
SARALA THULASI PALPANADAN ◽  
Venosha Ravana
Keyword(s):  
Measurement Model ◽  
Process Approach ◽  
Structured Interviews ◽  
Writing Ability ◽  
Written Text ◽  
Written Texts ◽  
Writing Instructions ◽  
Product And Process ◽  
Product Approach ◽  
The Right

English as a second language (ESL) writing instructions demand a great deal of the teachers’ time and effort to prepare adequate writing lessons for their students. Teachers have to decide on the right approach to be selected as the instructional method to enhance students’ writing ability. Thus, this study investigates the preferred teaching practices (between the product and process approach) of 10 pre-service teachers’ in teaching writing and the effects on students’ written texts. The data were collected from observations, semi-structured interviews and students’ written texts. The data from the observation checklists were analyzed using Rasch Measurement Model which validated the study with a high value of alpha Cronbach (0.81). Thematic and textual analyses were conducted on participants’ views and the students’ written text respectively. The findings highlighted the pre-service teachers preferred to employ product approach as their main writing instruction where the students were found to prepare their written work based on the input provided to them. The students’ written work with linguistic accuracy was mainly focused but the students did not show much creatively. Thus, this study recommends that teachers should integrate process approach strategies into their writing instructions to enhance students’ writing more profoundly in the future.

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.

scholarly journals TEACHERS’ ATTITUDES AND TECHNIQUES TOWARDS EFL WRITING IN EGYPTIAN SECONDARY SCHOOLS

2016 ◽  
Vol 3 (1) ◽  
pp. 37-57
Author(s):  
HOSAM DARWISH
Keyword(s):  
Professional Development ◽  
Secondary Schools ◽  
Teaching Writing ◽  
Examination System ◽  
Structured Interviews ◽  
Writing Classes ◽  
Efl Writing ◽  
Writing Practices ◽  
Teachers Attitudes ◽  
Teachers Professional Development

In 2008, the Egyptian Ministry of Education introduced a new national textbook, Hello for Secondary Schools, which recommends a shift in EFL teachers’ instructional practices. Since then, very little attention has been paid to teachers’ techniques in EFL writing classes. Hence, this paper aims at investigating teaching writing practices in secondary schools and exploring the teachers’ attitudes towards EFL writing skills in addition to exploring the difficulties that teachers encountered in EFL writing lessons. The paper depends on data triangulation through administering two questionnaires: one to 44 teachers and the other to 24 students, and conducting semi-structured interviews with 11 teachers. Both teachers and students are asked to describe teaching practices in EFL writing classes while the open-ended questions and interviews collected data about the teachers’ difficulties in writing lessons. The questionnaires indicate that teachers have negative attitudes towards teaching writing, and most of their practices are still traditional. Five factors have influenced teachers’ practices: backwash of the test, teachers’ professional development, students’ culture of reading and large classes. The paper recommends there has to be a necessary change in the students’ examination system, and ongoing teachers’ professional development should be considered. Finally, a teaching model and implications are suggested.

A Reflexive Approach to Teaching Writing: Enablements and Constraints in Primary School Classrooms

2021 ◽  
pp. 074108832110055
Author(s):  
Mary Ryan ◽  
Maryam Khosronejad ◽  
Georgina Barton ◽  
Lisa Kervin ◽  
Debra Myhill
Keyword(s):  
Time Management ◽  
Deep Understanding ◽  
Writing Pedagogy ◽  
Teacher Talk ◽  
Teaching Writing ◽  
Writing Teachers ◽  
Teacher Interview ◽  
Approach To Teaching ◽  
High Level ◽  
Teaching Of Writing

Writing requires a high level of nuanced decision-making related to language, purpose, audience, and medium. Writing teachers thus need a deep understanding of language, process, and pedagogy, and of the interface between them. This article draws on reflexivity theory to interrogate the pedagogical priorities and perspectives of 19 writing teachers in primary classrooms across Australia. Data are composed of teacher interview transcripts and nuanced time analyses of classroom observation videos. Findings show that teachers experience both enabling and constraining conditions that emerge in different ways in different contexts. Enablements include high motivations to teach writing and a reflective and collaborative approach to practice. However, constraints were evident in areas of time management, dominance of teacher talk, teachers’ scope and confidence in their knowledge and practice, and a perceived lack of professional support for writing pedagogy. The article concludes with recommendations for a reflexive approach to managing these emergences in the teaching of writing.

scholarly journals Artefacts, practices and pedagogies: teaching writing in English in the NAPLAN era

2021 ◽  
Author(s):  
Susanne Gannon ◽  
Jennifer Dove
Keyword(s):  
Secondary Schools ◽  
English Teachers ◽  
Teaching Writing ◽  
Pedagogical Practices ◽  
Deep Dive ◽  
Geographically Dispersed ◽  
English Classes ◽  
Novel Method ◽  
Teaching Of Writing

AbstractIn secondary schools, English teachers are often made responsible for writing results in national testing. Yet there have been few studies that focussed on this key group, or on how pedagogical practices have been impacted in the teaching of writing in their classrooms. This study investigated practices of English teachers in four secondary schools across different states, systems and regions. It developed a novel method of case study at a distance that required no classroom presence or school visits for the researchers and allowed a multi-sited and geographically dispersed design. Teachers were invited to select classroom artefacts pertaining to the teaching of writing in their English classes, compile individualised e-portfolios and reflect on these items in writing and in digitally conducted interviews, as well as elaborating on their broader philosophies and feelings about the teaching of writing. Despite and sometimes because of NAPLAN, these teachers held strong views on explicit teaching of elements of writing, but approached these in different ways. The artefacts that they created animated their teaching practices, connected them to their students and their subject, suggested both the pressure of externally driven homogenising approaches to writing and the creative individualised responses of skilled teachers within their unique contexts. In addition to providing granular detail about pedagogical practices in the teaching of writing in the NAPLAN era, the contribution of this paper lies in its methodological adaptation of case study at a distance through teacher-curated artefact portfolios that enabled a deep dive into individual teachers’ practices.

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