Process Approach to the Teaching of EFL Writing

Process Approach to the Teaching of EFL Writing

&nbsp;&nbsp;This study examined two L2 writing groups as they became familiarized with the process-oriented writing method and searched for the links between this writing method and writing improvement subsequently made to the draft papers. This was a 16 week study of 48 undergraduate elementary to advanced writers in a regular writing program.<BR>&nbsp;&nbsp;Research revealed that these student subjects demonstrated a growing awareness of the significance of process-oriented writing: the need to consider a thesis statement matched with a restatement in a coherent way. Ironically enough, students were very worried about grammatical and mechanical errors they might commit during the course of writing. In addition, students exposed the tendency to put to use L1 and L2 concurrently while generating and developing ideas so as to avoid the serious interruption of the mental flow.<BR>&nbsp;&nbsp;The analysis of revisions made following peer review revealed students&quot; positive attitudes toward the interaction behaviors between writers and readers: writers learned to trust and use peer feedback in revision, and readers could foster the ability to evaluate another student&quot;s text.<BR>&nbsp;&nbsp;Implications for teachers using this methodology in the classroom include the need to assist student writers with synchronizing the cyclical nature of the writing process and surface form corrections like grammar and mechanics in practicing writing for the better language competence.