Process approaches in ESL/EFL writing instruction

Susser, Bernard

doi:10.1016/1060-3743(94)90004-3

Cited by 80 publications

(66 citation statements)

References 51 publications

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“…The advocates of this approach stress that producing multiple drafts of a composition and receiving a response at intermediate stages of writing whether by the teacher or the peer is helpful. It takes readers' needs into consideration and allows writers to utilize the feedback in subsequent revisions of their writing (Reid, 1994;Susser, 1994). It also implies that revision should become an integral component of writing instruction, that content and organization are of primary importance, and that editing and proofreading should be delayed until the last stage of composing (Zamel, 1982, p. 205).…”

Section: Process Writing Pedagogy and Peer Collaborationmentioning

confidence: 99%

Exploring L2 writers' collaborative revision interactions and their writing performance

Hanjani

2014

System

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Over the last few decades, researchers and practitioners have acknowledged the social aspects of language learning. This study drew on Vygotsky's sociocultural learning theory to investigate EFL students' interactional dynamics during a collaborative revision activity. The study examined the impact of this jointly performed task on participants' writing performance. Participants include five pairs of EFL learners enrolled in an L2 essay writing course at an Iranian university. Each pair attended one collaborative revision session during which they jointly revised their argumentative texts utilizing the feedback provided by their instructor. In the study, the researcher collected the participants' interactions during peer reviewing and collaborative revision, and their revised drafts.Data analysis revealed that students employed a variety of functions in their negotiations including scaffolding. It was also observed that scaffolding was mutual and both partners benefited from the joint revision task regardless of their level of L2 writing proficiency. These findings suggest that collaborative revision can be incorporated in EFL writing pedagogy as a method to improve writing and revision skills.

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Section: Process Writing Pedagogy and Peer Collaborationmentioning

confidence: 99%

Exploring L2 writers' collaborative revision interactions and their writing performance

Hanjani

2014

System

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“…Different from the "product-oriented" approach, the "process-oriented" approach focuses on the process of contemplating ideas and making meanings itself rather than the final product (Susser, 1994). Teachers are not expected to solely review or score the final product.…”

Section: Practical Significancementioning

confidence: 99%

A Tentative Study on the Task-Based Teaching of Writing to English Majors in Chinese Settings

Zhaochun¹

2015

ELT

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Under task-based learning (TBL) framework, language learners engage in purposeful, problem-oriented, and outcome-driven tasks that are comparable to traditional teaching methods which focus only on the correctness of grammar. In this study, the author employs Jane Willis' TBL framework and examines its effects on the improvement of EFL learners' writing competence when such a framework is applied to English writing course for English majors in Chinese EFL context. The study results are derived from quantitative data yielded from experiments designed for this research. The findings of this research reveal that the application of TBL framework to English writing classrooms in Chinese EFL settings is effective in improving English majors' writing competence and performance. This study provides the teaching of EFL writing a feasible and effective approach.

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“…As Susser (1994) states, at the beginning of 20 th C those who used the process of paragraph writing in 1 st language as source were the follower of John Dewey is, starting from that time was being raised as a theory debate in methods of teaching writing and conducting research. Concerning the language to teach paragraph composition in English, the first guideline was the process of writing (Zamel, 1983).…”

Section: Introductionmentioning

confidence: 99%

“…The process of writing which was begun during this time gave due attention for individual creative writing (Hasan al., 2010;Nunan, 1999). The focus of this approach was to solve problems, to observation, to explaining or to describe things in writing, the idea of redundancy rounded writing composition (Ferris & Hedgcock, 2005) As Susser (1994) states, at the beginning of 20 those who used the process of paragraph writing in 1 language as source were the follower of John Dewey "learning is a process". Due to this, starting from that time was being raised as a theory debate in methods of teaching writing and conducting research.…”

Section: Introductionmentioning

confidence: 99%

Assessing the Role of Students and Textbook on the Problems of Writing Effective Paragraph

Abaye¹

2016

Sci. Technol. Arts Res. J.

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This research focused on assessing the problems of students in writing effective paragraph. Its main objective is an assessment of the problems of students and text book on writing effective paragraph. In the research mixed approach research used was random stratified, and 90(30%) of participants were selected. The researcher used questionnaire, test, observation, interview and analyzing student's text book. The finding indicated that the students are not practicing to write effective paragraph. The mean value of students on paragraph writing test is below 50. This shows that there is a serious problem. Paragraph writing tasks which are included in student's text book only 13(14.44%). In general, students have many problems in writing effective paragraph; as they are not practicing paragraph writing and the limited number of paragraph writing tasks is used in student's text book. As the problem is widely observed, it invited students, teachers, Oromia edu bureau and other concerned bodies to device mechanisms of alleviation strategies Copyright@2015 STAR Journal INTRODUCTIONThe base for composition writing began in 1960 concerning on the development of first language writing. At that time, study on organization, composition writing, and linguistics was started (Ferris & Hedgcock, 2005). However, there was no guideline of composition writing until 1980's. At the beginning and the mid of 20 guideline for writing composition had been occurred as education policy (Ghabol et al., 2012). Its aim was to let students from lower to higher level of U.S. organize text by analyzing different writings (Sun et al., 2009).In 1960's, 1970's and 1980's education policy and higher standard researchers were used writing composition of first language (Badger & White, 2000). The process of writing which was begun during this time gave due attention for individual creative writing (Hasan al., 2010;Nunan, 1999). The focus of this approach was to solve problems, to observation, to explaining or to describe things in writing, the idea of redundancy rounded writing composition (Ferris & Hedgcock, 2005) As Susser (1994) states, at the beginning of 20 those who used the process of paragraph writing in 1 language as source were the follower of John Dewey "learning is a process". Due to this, starting from that time was being raised as a theory debate in methods of teaching writing and conducting research. Concerning the process of writing research in 1 st language to teach paragraph composition in English, the first guideline was describing the process of writing (Zamel, 1983 Abstract ArticleThis research focused on assessing the problems of students in writing effective paragraph. Its main objective is an assessment of the problems of students and text book on writing effective paragraph. In the research mixed approach research design was used. The sampling technique used was random stratified, and 90(30%) of participants were selected. The researcher used questionnaire, test, observation, interview and analyzing student's text bo...

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Process approaches in ESL/EFL writing instruction

Cited by 80 publications

References 51 publications

Exploring L2 writers' collaborative revision interactions and their writing performance

Exploring L2 writers' collaborative revision interactions and their writing performance

A Tentative Study on the Task-Based Teaching of Writing to English Majors in Chinese Settings

Assessing the Role of Students and Textbook on the Problems of Writing Effective Paragraph

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