Writing Process Approach Research Articles

The Effects of the Process Approach on High School Students’ Writing Performances

Quite a few research studies have been conducted to investigate whether the writing process approach has any effects on students’ writing quality in higher education. However, few studies have been conducted at a talented high school in a remote area in Vietnam to see whether it works in the same manner where students’ writing skills in paragraph levels were very low. The purpose of this study is to examine the effects of the process approach on enhancing EFL students’ writing performance in terms of fluency and accuracy. The target subjects were from grade twelve, Huynh Man Dat (HMD) High School at Kien Giang City, Vietnam. Sixty students from the control and experimental groups enrolled in this course as a normal curriculum of the school. The research instruments are the writing tasks, used as the pre-test and post-test. Data collection was from pre-tests, post-tests, and word-count from all essays of students to measure their writing fluency. Pre-tests and post-tests were compared to see if there were any differences in writing performance between the two groups. The students’ writing performance was evaluated using analytical scoring on the composite scores and the two aspects of writing which are fluency and accuracy. The results of the study set lights to teachers at HMD high school to consider to use this effective approach in their writing classrooms.

IMPLEMENTING WRITING PROCESS APPROACH WITH PICTURES TO IMPROVE THE ABILITY OF THE EIGHTH GRADES IN WRITING RECOUNTS

Writing skill has an important role in the English teaching program in Islamic Junior High School. However, the ability of the eighth-graders of this school in writing is still dissatisfactory. The students feel still difficulties how to start writing and they don’t have an idea to write. This research is intended to progress the writing skill of the eighth graders by implementing a writing process approach with pictures. This strategy is chosen since it can lead the students to generate their ideas into a useful composition. The findings in the preliminary study show that the students need to learn how to start their writing and they do not have ideas to write. Only 8 of 31 students achieve the average score of writing skill equal to or above 70. To get the purpose, the researcher conducted action research following four steps: planning, implementing, observing, and reflecting. The subject of the study were 31 students of the eighth grade. The findings show that implementing a writing process approach with pictures has progressed the writing skill of students. In cycle one, the students’ average score was 15 of 31 failed and 16 of 31 students passed or got the score equal or greater than 70. In cycle two, the average score for the final product was 6 of 31 students failed and 25 of 31 students passed or got the score equal or greater than 70. Also, the findings of students revealed that the students’ participation was active and motivated using pictures in the teaching and learning activities. Based on the results, it can be summarized that implementing a writing process approach with pictures is very beneficial not only in progressing the students’ writing skill but also in motivating the students in the learning activities.Keywords: using pictures, writing skill, recount text

High School Students’ Common Errors in Writing Essays

Students’ writing problems have become one of the first and foremost issues in writing classrooms, and to know the common errors which frequently occur on students’ writing papers is usually what the writing teachers have conducted in the classrooms. However, no research study has been conducted at Huynh Man Dat High school to investigate this aspect. The purpose of the current study is to investigate the common written errors on students’ writing essays and their attitudes towards the writing process approach. The target subjects are from grade twelve, Huynh Man Dat (HMD) High School. Data collection was from writing tasks and questionnaires. The study found that the four most common errors frequently occur in students’ writing journals are relating to tenses, collocations, spellings, and verb forms. The findings from an attitude questionnaire indicated that the students expressed positive attitudes towards it and showed a high appreciation for the effects of process writing.

Exploring the Strength of the Process Writing Approach as a Pedagogy for Fostering Learner Autonomy in Writing Among Young Learners

Learner autonomy is widely recognized as a desirable educational goal in second or foreign language learning. However, the generality of the concept often makes it difficult to either nurture or measure the related traits. The present study focused on learner autonomy in the area of writing, exploring the use of the process approach as a means to foster its development in terms of students’ emerging writing skills. The study was conducted in the naturalistic settings of three secondary school ESL writing classrooms in Hong Kong involving 70 student participants. Data gathered quantitatively with a questionnaire and qualitatively through self-assessment forms, learners’ journals and case studies suggest that the process approach can reduce students’ reliance on the teacher and their tendency to seek help from others, while leading to growth in their metacognitive knowledge about writing and their knowledge of themselves as writers. These developments are all signs of the emergence of learner autonomy in these young ESL writers. Overall, the findings suggest that the process approach can bring about similar changes in young writers despite variations in the cultural backgrounds and teaching beliefs of its implementers. It is argued that the strength of the process approach may lie in the stimulation of the growth of autonomous skills and attitudes in writing in young learners, and such a strength should be recognized by language educators who view learner autonomy as a major educational goal.

Effect of Process Writing Approach Combined with Video-Based Mobile Learning on Indonesian EFL Learners’ Writing Skill across Creativity Levels

Effect of Process Writing Approach Combined with Video-Based Mobile Learning on Indonesian EFL Learners’ Writing Skill across Creativity Levels

A suggested Program Based on Post Process Writing Approach using Flipped classroom model to develop Creative Writing Skills for English Language Majors.

المستخلص: تهدف الدراسة الحالية الى دراسة أثر تطبيق برنامج مقترح قائم علي مدخل مابعد عمليات الکتابة بإستخدام نموذج الفصل المعکوس لتنمية مهارات الکتابة الابداعية بنوعيها الأدبي وغير الأدبى لدى طالبات متخصصات اللغة الانجليزية بکلية البنات جامعة عين شمس.وقد أظهرت کل من الدراسة الاستطلاعية , مراجعة الدراسات السابقة , ومقابلة أجريت مع أساتذة ممن يقومون بتدريس مقررات الکتابة للطالبات عينة البحث أن هناک حاجة ملحة لبرنامج يهتم بتنمية مهارات الکتابة الابداعية بنوعيها. ولقد استندت الدراسة الى تصميم المجموعة الواحدة من الطالبات عينة البحث باستخدام التطبيقين القبلى والبعدى. وتلقت العينة البرنامج المقترح الذى امتد داخل الصف (المحاضرات الاسبوعية) وخارجه من خلال صفحة الويب التى تم انشاؤها وفقا لنموذج الفصل المعکوس.وتنبت الدراسة مبادئ مدخل ما بعد عمليات الکتابة لتنمية مهارات الکتابة الابداعية بنوعيها والتى انعکست في کتابة کل من القصة القصيرة, المذکرات , والسيرة الذاتية. وقد أوضحت نتائج الدراسة والمعالجة الاحصائية للبيانات أن البرنامج المقترح قد أدى الى تنمية مهارات الکتابة الابداعية المستهدفة في الدراسة ونذکر منها: الحبکة, التشخيص, الزمان والمکان, الحوار, الحبکة , استخدام الاأساليب البلاغية , الخ

Learning English With Travel Blogs: A Genre-Based Process-Writing Teaching Proposal

Current communication is increasingly computer-mediated, dynamic, dialogic, and global, so students should master new information, communication technologies, and digital genres, as well as acknowledge the global role of the English language. Thus, this paper aims to offer a teaching proposal, to be ideally implemented in the secondary education English as a foreign language classroom, on how to develop students’ communicative and digital competences based on a digital genre like the travel blog. First, a corpus of travel blogs was compiled, and the blogs’ communicative purposes and prominent linguistic and discursive features were identified. Next, different lesson plans were designed on the principles of communicative language teaching and task-based learning, together with the corpus-based results. Overall, students are expected to follow a process-writing approach that enables them to interact digitally in travel blogs.

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

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.

The Effects of Process Writing Approach on Performance of an Overcrowded EFL Writing Class at a University in Thailand

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IMPLEMENTASI PENDEKATAN PROSES DALAM PEMBELAJARAN MENULIS CERITA PENDEK

Abstract This study aims to gain a deep understanding of the implementation of the process approach in teaching writing short stories on students of PGSD FKIP Untan. This study used a qualitative approach. Sources of data in this research is learning events to write a short story using a process approach. Research procedures used in this study is the planning, implementation, data analysis, and report writing. Data collection technique used is the technique of direct observation and document scrutiny. Data collection tool used is a field record sheets and documentation with regard to the learning process and learning outcomes. This research data analysis begins with data collection, data reduction, data presentation, and conclusion / verification. Based on the results and discussion of this research can be concluded that the process approach can improve the skills of students to write short stories. This increase can be seen from both process and product. Learning to write by following the steps in the process approach can help lecturers provide variety and stimulation in a given assignments to write short stories. In the process of improvement can be seen from the learning process with the creative writing process approach in the activities of the students and the classroom situation in learning creative writing poetry, while in terms of products increase student skills to write short stories. Keywords: process approach, teaching writing, short story

PENINGKATAN KETERAMPILAN SISWA SEKOLAH DASAR DALAM MENULIS

The purpose of this study arc (l) to tmprave the Elementary Schooi srudentsi anirude toward teaching writing, and (2) to irrrprro" the Elementary Schoot sfiidents' writing skill' Thk-swdy is held a the srudenti of grade 4 of Sapen Ekmcntary School Yogyakana. The action process is catied out in one cycle' Giieralty, this srudy k ananged as finding fotlowed: (1) the goal: ih,, opprrorh in order to improve the elementary sclwol -srude*s, antiae nward teaching writing and to improve their writing skilt, (2) ime: t5 clnssess meeting, (3) person: leryre (4) general action: identifying the probkms of elemcntary scttool studcnts' aniade and ind Indotnesinn grade founh rcacher, to*oia iachiig writing and their writing skill, plnnning.the action, inpleienting the action (thU is the use of a writing process approach in teaching witing including the steps of 'pr*witin[,' 'toing, drafting, revising, editing, and publishing),moni- dataaiig, and reflecting. The monitaring instruments is obseltation sheet, whereas the evalaging instrument are writing test and questbner. The resuh of thk study are (l) the writing process approach in teaching writing is able to improve the 'elementary^ school students' axirude nward teaching writing and their writing skitt, (2) in contcting the writinY process, there are some students hbve dfficulties a revising and editingsteps so the teacher has a role in hetping them to revise and edit their works, and (3) there are impacts of implementing the action those are thw the students hwe pa,nicipae at reading and speaking activities so they coutd improve their another language skills'

Explicit Discourse Marker Instruction to Improve Coherence and Cohesion in Academic Writing

This quasi- experimental study examined the effects of explicit discourse marker (DM) instruction on ESL learners’ academic writing performance. Two intact groups of pre-degree students enrolled in an academic writing class at a public university were involved in the study. One group was assigned as the experimental group and the other was assigned as the control group. Both groups went through similar academic writing instruction employing the process-writing approach. However, the experimental group was also subjected to intensive instruction on the use of DMs. The study hopes to address the following research questions. RQ1: What are the effects of DM instruction on the subjects’ use of discourse markers in their Academic Essay Test (AET)? RQ2: What are the effects of DM instruction on the subjects’ AET scores for the three writing sections; ‘content’, ‘language’ and ‘organization’? It can be concluded that explicit teaching of DMs is beneficial in encouraging the use of DMs in the subjects’ academic essays. The experimental group was found to perform significantly better than the control group in the post AET. DM instruction does not only improve the ‘organization’ section of the essay but also the ‘language’ and ‘content’ sections as well. The effect size of the treatment on the post AET is medium in relation to ‘organization’ but large for ‘content’ and ‘language’.

Combining the strategies of using focused written corrective feedback: a study with upper-elementary Chilean EFL learners

This report describes a mixed study comparing the writing performance of 60 EFL students in three intact groups, during their first semester of an English undergraduate Program at a university in the South of Chile. Three types of focused, Indirect Written Corrective Feedback (henceforth WCF) were used: group 1, coding (n=23); group 2, brief grammatical explanation (n=22); and group 3, underlining (n=15). Feedback was given on five targeted linguistic categories. A pretest was applied before the 16-week treatment took place, as well as a posttest. Students received explicit grammar training and knowledge of genres; multiple-drafting was used in a writing portfolio based class that allowed them to see their progress over time. Frequency and standard deviation of errors were calculated for the pre and posttest. Qualitative data was collected from group semi-structured interviews and were analyzed using content analysis. Results show that 3 out of the 5 linguistic categories have a significant improvement in terms of accuracy, and there are differences among types of feedback. Interviews indicate that students are satisfied with the writing portfolio system because it allows them to keep track on their progress; they value the systematic feedback and have a positive attitude towards multiple drafting and the writing process approach.

The Effect of the Process Writing Approach on the Writing Apprehension

The Effect of the Process Writing Approach on the Writing Apprehension

درجة توظيف معلمي اللغة الإنجليزية مدخل العمليات في تدريس التعبير الکتابي لطلاب الصف الثاني الثانوي بمدينة الطائف

هدفت الدراسة الحالية إلى معرفة درجة توظيف معلمي اللغة الإنجليزية مدخل عمليات الکتابة في خمس مراحل: (ما قبل الکتابة, کتابة المسودة, المراجعة, التنقيح, والنشر ) , والکشف عن الفروق الدالة احصائيا بين المتوسطات الحسابية والإنحرافات المعيارية بدرجة توظيف (عينة الدراسة) مدخل عمليات الکتابة, وفقا لعدد سنوات الخدمة في التدريس, وعدد الدورات التدريبية. منهج الدراسة وأداتها: استخدم الباحث المنهج الوصفي, و صمم أداة الدراسة (بطاقة ملاحظة ), اشتملت على خمس مراحل رئيسية هي: مرحلة ما قبل الکتابة, مرحلة کتابة المسودة, مرحلة المراجعة, مرحلة التنقيح, مرحلة النشر, اندرجت تحتها عدد من العمليات بلغ مجموعها (32) عملية, وبعد التأکد من صدق وثبات أداة الدراسة طبقت على عينة مکونة من (35 ) معلما من معلمي اللغة الإنجليزية للصف الثاني الثانوي بمدينة الطائف في الفصل الدراسي الثاني من العام 1435/ 1436هـ, الاساليب الاحصائية: استخدم الباحث التکرارات, والنسب المئوية, والمتوسطات الحسابية, والإنحرافات المعيارية, ومعامل کوبر, واختبار (شبيرو- ويلک)؛ واختبار کروسکال – ولس, واختبار مان وتني لعينتين مستقلتين. نتائج الدراسة : توصلت الدراسة إلى النتائج التالية: 1- جاءت درجة توظيف معلمي اللغة الإنجليزية عمليات مرحلة ما قبل الکتابة بدرجة متوسطة 2- جاءت درجة توظيف معلمي اللغة الإنجليزية عمليات مرحلة کتابة المسودة بدرجة متوسطة 3- جاءت درجة توظيف معلمي اللغة الإنجليزية عمليات مرحلة المراجعة بدرجة ضعيفة. 4- جاءت درجة توظيف معلمي اللغة الإنجليزية عمليات مرحلة التنقيح بدرجة متوسطة 5- جاءت درجة توظيف معلمي اللغة الإنجليزية عمليات مرحلة النشر بدرجة ضعيفة. 6- جاءت درجة توظيف معلمي اللغة الإنجليزية مدخل العمليات بجميع مراحلة بدرجة ضعيفة, حيث بلغ المتوسط الحسابي العام (1,65 ). 7- عدم وجود فروق ذات دلالة إحصائية عند مستوى دلالة (0,01) في درجة توظيف معلمي اللغة الإنجليزية مدخل العمليات في تدريس التعبير الکتابي لطلاب الصف الثاني ثانوي تبعا لمتغير سنوات الخبرة في التدريس, فيما کان هناک فروق ذات دلالة إحصائية عند مستوى دلالة (0,01) في درجة توظيف معلمي اللغة الإنجليزية مدخل العمليات في تدريس التعبير الکتابي لطلاب الصف الثاني ثانوي تبعا لمتغير حضور الدورات التدريبية في تدريس اللغة الإنجليزية. توصيات الدراسة: في ضوء النتائج التي توصلت إليها الدراسة؛ أوصى الباحث بعدد من التوصيات ومنها: 1- عقد برامج تدريبية للمعلمين متخصصة في مجال استخدام مدخل العمليات في تدريس التعبير الکتابي. 2- الاستفادة من قائمة عمليات الکتابة عند تاليف مقرر اللغة الانجليزية للمرحلة الثانوية, وتقويم أداء المعلمين في تدريس التعبير الکتابي في ضوء مدخل عمليات الکتابة. 3- تدريب طلاب المرحلة الثانوية على استخدام مدخل عمليات الکتابة؛ لفاعليته في تحسين مهارة الکتابة. Title : Degree of Implementing English language Processes Approach in Teaching Writing Composition for Second Grade Secondary Students in Taif City. Objectives of the study : The study aimed to determine the degree of implementing writing process approach of five stages: ( prewriting, drafting, revising, editing and publishing ). The study also aimed to reveal any statistically significant differences between means and degree of implementing of study sample of the writing process approach according to the number of teaching experience years, and number of training courses. Methodology andInstrument : the researcher used the descriptive method, designed an ( observation card ), consisting of five stages: prewriting, drafting, revising, editing and publishing, and each stage included a number of processes reaching a total of ( 32 ) processes.after the validity and reliability were verified, it was applied to the study sample; which consisted of (35) teachers for Second Grade Secondary students. Statistical methods:The researcher used frequencies, percentage, arithmetic means, standard deviations, Cooper coefficient, Mann-Whitney test for two independent samples ,Shapiro-Wilk test ,kruskal wallis test. The results of the study: 1- The study indicated that the degree of implementing English teachers prewriting processes was moderate. 2- The study indicated that the degree of implementing English teachers drafting processes was moderate. 3- The study indicated that the degree of implementing English teachers revising processes was low. 4- The study indicated that the degree of implementing English teachers editing processes was moderate. 5- The study indicated that the degree of implementing English teachers publishing processes was low. 6- In general, the implementing of English teachers writing process approach in teaching writing composition for Second Grade Secondary students was low , with a grand mean of (1.65). 7- There was no statistically significant differences at ( 0,01 ) level in the degree of implementing English language teachers of process approach in teaching writing composition attributed to number of teaching years, while there were statistically significant differences at ( 0,01 ) level in the degree of implementing of English language teachers of process approach in teaching writing composition attributed to attendance of training courses in favor of those having five courses or more Recommendations: in the light of the results of the study, the most important recommendations were: - Training teachers on implementing the writing process approach in teaching writing. - Benefiting from the list of writing process approach in designing English curreculam, and evaluating English language teachers performance - Training students to use writing process approach.

Enhancing the grammatical accuracy of EFL writing by using an AWE-assisted process approach

Several automated writing evaluation (AWE) applications have been developed to facilitate writing improvement. However, few studies have examined the use of an AWE-assisted process-writing approach to facilitate EFL grammatical development. This study examined 63 participants' grammatical performance in revised and subsequent new essays, learner perceptions and strategies, and possible factors mediating learning in an AWE-assisted process-writing program. Student essays and learner responses to a questionnaire regarding their perceptions on and experiences with using Criterion, an AWE tool, to improve the grammatical aspects of their writing were analyzed. In contrast to the improvement in grammatical performance observed in the revisions of each essay, improvement in the writing of new texts was not observed until the third essay. Furthermore, 18 individual interviews were conducted, and four learner types related to the exercise of learner agency were identified: goal getters, accuracy pursuers, reluctant learners, and late bloomers. Agency appeared to mediate AWE-assisted writing, and the repeated act of language gap noticing and metacognitive strategy use mediated by the process-writing approach appeared to facilitate language modification and longer-term shifts in the students' initial writing ability, although the effects appeared to occur earlier among the goal getters and accuracy pursuers than among the other learner types.

Using automated writing evaluation to reduce grammar errors in writing

Despite the recent development of automated writing evaluation (AWE) technology and the growing interest in applying this technology to language classrooms, few studies have looked at the effects of using AWE on reducing grammatical errors in L2 writing. This study identified the primary English grammatical error types made by 66 Taiwanese university students in order to examine how using AWE in a process-writing approach affected improvements in these error types in revisions and new text composition. The study adopted a time-series research design, in which measurements of grammatical errors in student writing were taken at various points during a nine-week pedagogical programme. An AWE system was employed as the writing and assessment tool. The AWE feedback reports on the student essays were analysed using descriptive analysis and paired-samples t tests. Using AWE in a process-writing approach seemed to exert a reducing effect on the number of grammatical errors during both revisions and new text composition, although the patterns regarding the precise appearances of effects varied amongst the error types.

The Effects of CMC Applications on ESL Writing Anxiety among Postgraduate Students

This study investigates the effects of the CMC applications on the ESL/EFL writing anxiety. This is a descriptive study using a mixed-method that adopted both quantitative and qualitative approaches. Three instruments were employed to answer the research questions of the current study which are Second Language Writing Anxiety Inventory (SLWAI), Semi-structured Interview, and Documents Observation. The respondents consisted of twenty eight post-graduate ESL/EFL students who enrolled in the elective course of Computer Application in ESOL (SKBI6133) at the Faculty of Social Sciences and Humanities, School of English Language Studies, National University of Malaysia (UKM). The findings showed a significant change in their attitudes toward writing after they had engaged in writing process approach and CMC applications in the course. In addition, the respondents perceived that there was a positive effect of on their writing performance and improvement on their writing anxiety level particularly through the use of CMC applications.

ENHANCING WRITING SKILL THROUGH WRITING PROCESS APPROACH

<p>The study is aimed at developing the implementation of Writing Process Approach (WPA) to enhance the students’ skill in writing essay. The study employed Classroom Action Research. The subjects of the study were 15 university students enrolled in the writing class. The data were gained from writing task, observation and field notes. The findings show that the implementation of WPA with the proper model procedures developed can enhance the students’ skill in writing essay. Before the strategy was implemented, the percentage of the students achieving the score greater than or equal to C (56-70) was 40.00% (6 students of the class). However, after the strategy was implemented in Cycle I, it enhanced enough to 60.00%<strong> </strong>(9 students of the class), but this result did not meet the criteria of success set up in the study. Next, in Cycle II it increased slightly to 86.67%<strong> </strong>(13 students of the class). Thus, the enhancement of the students’ skill in writing essay can be reached but it should follow the proper model procedures of the implementation of WPA developed.</p><p><strong>Keywords</strong>: <em>writing</em><em> process approach, writing skill, essay writing</em><em></em></p>

Improving Writing Instruction in Second and Third Grade Classrooms

This article presents research findings from a professional development project initiated by one rural Illinois primary school to improve writing instruction in 2nd and 3rd grade classrooms. During the 2010–11 academic year, the school partnered with a private university to provide customized, year-long professional development that integrated preparation for the state writing assessment and a writing process approach. Simultaneously, a study was conducted to identify and describe teacher thinking and practices related to writing instruction during participation in the project. Data were collected through a pre/post teacher survey and written teacher reflections. Participating teachers indicated 15 improvements in their thinking and practices related to writing instruction. However, confidence in their students’ likelihood to perform well on the state writing assessment decreased during the project, and changes in thinking and practices varied from teacher to teacher, possibly due to varying levels of teacher readiness to change.