Process approach in teaching of esl writing: teacher’s assistance and its practicality in real classroom

Abstract

Writing in a first and second language are two different contexts and involve significant different composing process. In general, most ESL students have difficulties in the rhetorical and linguistics aspects of writing because of their prior education and education backgrounds (Mengjie Wei, 2017:16). Given the complexity of writing tasks, it is not surprising that L2 writers may experience various writing difficulties ranging from mechanical up to the content or idea development level. Although writing is teachable, the conversion of thought into written form is a difficult activity that requires organized pedagogical approaches and complementary skills. This is a case study which discusses the practices of process approach in teaching ESL writing and its practicality. The findings were based on a long-term observation and interview of three form 4 students and a teacher in Malaysia rural area school. Students' writings were analysed to show the students' development when activities based on Process approach were implemented. Findings managed to identify five different techniques used by the teacher in trying to implement process approach in writing. This process process managed to show the students the fallacy of assuming too much in writing and the need to provide more detail, or where they were being repetitious of ideas and get off the track. Changes could be seen in terms of words and elaboration in the second draft throughout the learning process until the compositions were produced.

The Experiences of Majlis Amanah Rakyat (MARA) English Teachers in Teaching Writing for a Dual High-Stakes Examination System at MARA Junior Science College (MRSM) in Tawau Sabah

“…Some researchers still support this approach, which emphasizes vocabulary, syntax, and cohesive devices to create a polished final product. This is aligned with recent studies (Hoque et al, 2020;Jalaluddin, 2019), where the researchers pointed out that pupils will receive instructions emphasising completing the assigned paragraphs and it focuses on very rigid text features of model texts. As a result, pupils in the product approach here become the operators of the learnt language structure and the teachers become the editors or proofreaders.…”

“…These stages are interconnected and non-linear, meaning they can overlap and occur repeatedly without a fixed sequence (Onozawa, 2010). This is also supported by Jalaluddin (2019), as the researcher mentioned that the process-based approach tries to establish a supportive environment in which pupils are active writers in constructing their writing. Within the ESL writing context, ESL teachers help and support learners in generating ideas on the topic during the pre-writing stage.…”

The Use of Technology in Teaching of Writing Among Malaysian ESL Secondary School Teachers

“…Besides that, the product writing approach is one of the most popular approaches used by teachers in teaching writing in Malaysian classrooms (Ismail, Salam, & Academy, 2015). This is a more traditional approach as compared to the process writing approach which focuses on the process of ongoing drafting and editing with the help of a teacher to assist students in their writing (Jalaluddin, 2019). In today's modern society, technology is widely used among students especially those who were born after the year 1995, known as Generation Z.…”

Powtoon Assisted Glasser Model To Improve Writing Skills in High School Students

“…Teachers and students do not have to spend time outside the classroom to carry out glasser learning steps, but can be simplified by using learning media. The appearance of this powtoon application produces something that is found in the student environment, especially local wisdom (Jalaluddin, 2019). Teachers can recognize things that are close to students and then display them in Powtoon.…”