Processing Academic Writing Online: The Case For Process Approach

Abstract

The learning process of academic writing is already difficult for many students. The online environment can either hinder or facilitate learning online academic writing. The writing process is seen as cyclical. In the context of this study, the writer starts with planning stage. Once the planning is done, the writer translates the ideas into written form in the form of a draft. The writer then reviews the draft. If the writer is unhappy with the draft, he/she makes plans to repair, and the writing process resumes in the circle. This quantitative research is done to investigate how learners use cognitive and meta cognitive strategies when they learn French as a foreign language. The instrument used is a survey with 4 sections. With reference to Table 1, section A has 1 item on the demographic profile. Section B has 8 items on planning, section C has 8 items on translating, and section D has 7 items on reviewing. 63 respondents were purposively chosen to answer the survey. General findings revealed that writers' motivation for online writing was during the translation and reviewing stages. Findings of this study bear interesting implications for the teaching and learning of writing using the process writing via online mode.