Abstract
This paper aimed at measuring the impacts of using the process approach to teach second-year English major students at the English Department of Université de Zinder (henceforth, UZ) essay writing. Drawing on the pre-test-post-test repeated measures design, this study examined the written essays produced by the EFL students before and after the writing class. These pre and post tests were scored based on a criterial fair copy, and the scores were compared by means of an Analysis of Variance (ANOVA) to check whether there were any statistically significant differences between the mean scores. The findings revealed that the process approach had a positive impact on the participants’ essay writing skills. Also, employing Classroom Observation, the article attempted to qualitatively measure student engagement in the writing class. The findings further exuded that the EFL students observed were cognitively involved in the learning activities conducted in the class. Based on the foregoing findings, this study recommends that the process approach to (the teaching of) writing be adopted and used to teach writing in EFL classes across/in Niger.
Highlights
Introduction and Conceptual ClarificationEssay writing is one of the essential skills any student reading English as a major in any university worldwide is expected to know and have a good command of
These pre and post tests were scored based on a criterial fair copy, and the scores were compared by means of an Analysis of Variance (ANOVA) to check whether there were any statistically significant differences between the mean scores
This paper has set out to measure the impacts of using the process approach to teach second-year English major students at the English Department of UZ essay writing
Summary
Introduction and Conceptual ClarificationEssay writing is one of the essential skills any student reading English as a major in any university worldwide is expected to know and have a good command of. 36) defines the product approach to (the teaching of) writing as an approach which focuses on the end result of the writing activities This approach is considered as a teacher-centred approach in that it is the teacher who provides the students with a model that they are to imitate. 312) claims that the process approach to (the teaching of) of writing is “an approach to writing pedagogy that focuses on the steps involved in drafting and redrafting a piece of work. It aims to measure the impacts of using the process approach to teach second year English major students, from the UZ, essay writing. This study examines whether or not the process approach fosters EFL university students’ essay writing skills. This article seeks to answer the two epistemological questions below: 1) Does the process approach to writing influence the EFL students’ performance on essay writing? 2) Does the process approach foster the EFL students’ engagement in the writing process?
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