Approaches to Writing in EFL/ESL Context: Balancing Product and Process in Writing Class at Tertiary Level

Hasan, Md. Kamrul; Akhand, Mohd. Moniruzzaman

doi:10.3126/nelta.v15i1-2.4612

Cited by 65 publications

(75 citation statements)

References 17 publications

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“…The current practice in schools which focuses on copying sample essay seems to take over all the stages involved in the approach. As a result, the students fail to assimilate critical thinking into their creative writing when they tend to memorize and replicate a model (Hasan & Akhand, 2010). This attitude can lead to plagiarist tendencies among learners.…”

Section: Merit and Demerits Of Product Approachmentioning

confidence: 99%

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Role of Model Essays in Developing Students Writing Skills in Malaysian Schools: A Review of Literature

Thulasi¹,

Ismail²,

Salam³

2015

MJSS

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Section: Merit and Demerits Of Product Approachmentioning

confidence: 99%

“…Literature has indicated that product approach stresses on the content of the text as well as the score obtained (Hasan and Akhand, 2010). In this approach, students are required to finish texts in terms of language accuracy.…”

Section: Product Approach In Teaching Writingmentioning

confidence: 99%

Role of Model Essays in Developing Students Writing Skills in Malaysian Schools: A Review of Literature

Thulasi¹,

Ismail²,

Salam³

2015

MJSS

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“…This approach is considered as an extension of the product-oriented approach because students have to study a wide variety of writing patterns (Tangpermpoon, 2008). However, Hasan and Akhand (2010) say that this approach pays less attention to the learner's expression which is a disadvantage to achieve creativity and critical thinking.…”

Section: Genre Based Approachmentioning

confidence: 99%

Potential of Mobile Learning in Teaching of ESL Academic Writing

Zaki¹,

Yunus²

2015

ELT

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The potentials of mobile learning in teaching academic writing skills for ESL students are explored in this paper. Although there have been studies on MALL to improve writing skills, academic writing was never really touched. Few aspects are covered like the changes in educational technology, defining MALL, identifying issues in academic writing by ESL students, approaches used in academic writing and pedagogical approaches used in MALL. Through the discussions, it is proved that mobile learning can be integrated into academic writing by using it with several writing approaches which complements the pedagogical advantages in mobile devices. Based on past studies and the discussion, it can be concluded that the potential of mobile learning in teaching ESL academic writing is high.

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“…Basnet's (2008) study on proficiency of the students in guided writing found that the guided writing proficiency of the PCL first year students of faculties of humanities and social sciences i.e., 62.08% was found better than that of the students of faculties of education i.e., 60.87%. Hasan and Akhand (2010) wrote an article on approaches to writing in ESL/EFL context: Balancing product and process in writing class at tertiary level which aimed to examine the effects of product and process approach to writing on learners' performance and found the advantages of using a productprocess approach to gauging the effects of writing tasks were appraised. Similarly, Acharya's (2010) research on "Activities used in teaching essays concluded that the teachers did not motivate as it is required, large percentage of teacher (70%) translated difficult words into mother-tongue.…”

Section: Review Of Related Literaturementioning

confidence: 99%

Developing Students’ Writing Skill through Peer and Teacher Correction: An Action Research

Sapkota

2013

J NELTA

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Writing is a form of an art and integral part of language learning. The present study concerns with development of writing skills through peer and teacher correction technique. As an action research in nature, the research aimed to test the progress of the students while writing an essay. After the analysis of data collected through test items, it was seen improvement in students writing in post test than in pre-test. The students (Ss1-Ss10) were found using the words in an increased order and grammatically correct sentences in their writing in each test made and committed less grammatical errors in post test than in pre and progress test. Regarding mechanics of writing, their writing was found systematic in case of punctuation, proper use of paragraphs, in coherence and cohesion in writing. The peer correction and teacher correction technique was found productive in teaching writing through action research as a whole. Journal of NELTA, Vol. 17 No. 1-2, December 2012, Page 70-82 DOI: http://dx.doi.org/10.3126/nelta.v17i1-2.8094

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Approaches to Writing in EFL/ESL Context: Balancing Product and Process in Writing Class at Tertiary Level

Abstract: This article presents the findings of an interventionist study designed to examine the effects of productKey words: Teaching English writing, the process approach, the product approach, incorporation of product process approach, guided brainstorming, top down approach

Cited by 65 publications

References 17 publications

Role of Model Essays in Developing Students Writing Skills in Malaysian Schools: A Review of Literature

Role of Model Essays in Developing Students Writing Skills in Malaysian Schools: A Review of Literature

Potential of Mobile Learning in Teaching of ESL Academic Writing

Developing Students’ Writing Skill through Peer and Teacher Correction: An Action Research

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