Integration of product and process approaches in ESL classrooms
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,...
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| Main Authors: | , |
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| Format: | Conference or Workshop Item |
| Language: | English |
| Subjects: | |
| Online Access: | http://eprints.uthm.edu.my/4664/1/KP%202020%20%2894%29.pdf http://eprints.uthm.edu.my/4664/ http://DOI:10.31580/apss.v6i1.1270 |
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| Summary: | 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. |
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