“…As the participants are pre-service teachers, making them familiar with the process approach can prepare them for a future career as English teachers. One of the pedagogical implications of process-based writing is based on the findings of a study conducted by Li and Zhang (2015), which indicated that the teachers who participate in process-based writing had understood the principle of process-based writing, have learned the stages of process-based writing starting from planning, drafting, revising, editing, and sharing, and have high confidence to be writing teachers as well as writers. It is also in line with Street and Stang's (2008) findings that the majority of teachers(79%) who have joined process-based writing course become more confident to do their duties as teachers in giving the materials, checking students' works, giving feedback and evaluation.…”