Process and post-process: A discursive history

Matsuda, Paul Kei

doi:10.1016/s1060-3743(02)00127-3

Cited by 94 publications

(49 citation statements)

References 53 publications

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“…ZPD is defined as what the learners can do without being scaffolded and what they can do with scaffolds or assistance. In relating this approach to the present study, writing has been defined as a social and cognitive learning process (Matsuda, 2003;Jones, 2006) and a process of negotiation and interaction. Besides constructivism, the present study also applied connectivism in the research because of its emphasis on communication through using online-based social networking tools (Nobels, 2011).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Collaboratively Composing an Argumentative Essay: Wiki versus Face-to-face Interactions

Ansarimoghaddam

Tan

Yong

2017

GEMA

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This study employed a qualitative case study method to compare learner-learner interaction on wiki and face-to-face collaborative writing in completing an argumentative essay. Face-toface collaborative writing refers to in-class meeting of students to write essays collaboratively. Thirty ESL tertiary students from an intact class participated in the study. They were randomly divided into Group 1 and Group 2. Each of the two groups was further sub-divided into five smaller groups comprising three members. Group 1 discussed and wrote the essay on the wiki platform while Group 2 did the same task face-to-face in the classroom. One sub-group from both modes of writing was selected for in-depth comparison. Data were collected from the collaborative writing processes on the wiki platform and audio-recordings of face-to-face interactions, and also from semi-structured interviews. The findings revealed that the participants of both modes of writing were able to evaluate different viewpoints, and understand shortcomings and strengths through interaction in either of the collaborative learning contexts. The collaboration through both modes of writing showed that the participants not only displayed similar understanding, but also learned from each other through developing and sharing different perspectives on the same issues. Of the differences found between the two modes of collaborative writing, Wiki is a more effective platform for drafting and revising, while planning is easier done through face-to-face interaction. The study implies that either mode of collaborative writing can be adopted by ESL language instructors who aspire to practice the social-constructivist approach to writing instruction especially in a blended learning environment.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Collaboratively Composing an Argumentative Essay: Wiki versus Face-to-face Interactions

Ansarimoghaddam

Tan

Yong

2017

GEMA

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“…According to Tangpermpoon (2008) product approach reinforces writing skill in terms of grammatical and syntactical forms and based upon variety of activities in product-based writing, it raises student's awareness in writing from the lower level of language proficiency to advance. Besides all advantages of product approach, it suffers from a number of strong criticisms that have led teachers and researchers to reassess the nature of writing and the ways writing is taught (Matsuda, 2003, cited in Rusinovci, 2015.…”

Section: Review Of the Related Literaturementioning

confidence: 99%

The Impact of Product and Process Approach on Iranian EFL Learners’ Writing Ability and Their Attitudes toward Writing Skill

Mehr¹

2017

IJEL

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The purpose of the current study was twofold; its first aim was to determine the effect of using of two approaches namely; product and process on developing the fluency, accuracy, and using discourse markers (DMs) of EFL learners' writing performance. Secondly, it attempted to investigate the effect of mentioned approaches on EFL learners' attitude toward writing skill. The participants in this study were 60 Iranian learners who were divided into three groups; control and two experimental groups. The control group received no treatment and only received explicit recast feedback toward their writing performance. However, every experimental group received treatment through differential approaches. The findings of the study based on one-way ANOVA revealed that process approach significantly affected on EFL learners' writing performance. Additionally, the results manifested the positive effect of process approach on EFL learners' attitude toward writing skill. The current study suggested that in order to develop the EFL learners' writing skill, the EFL instructors can insert the process based approach in syllabus design.

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“…Atkinson locates the origin of the term in Trimbur's (1994, cited in Matsuda, 2003) review article in College Composition and Communication, although, as he notes, the critique of the process movement had begun much earlier.…”

Section: Post-process Writingmentioning

confidence: 99%

A Comparative Study of Product, Process, and Post-process Approaches in Iranian EFL Students' Writing Skill

Hashemnezhad¹,

Hashemnezhad²

2012

JLTR

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Abstract-The purpose of the present study is to find the possible difference among Iranian EFL learner's writing ability in terms of three writing approaches of product, process, and post-process. The participants of the study included 60 EFL sophomores who were non-randomly selected out of 100 students at Azad University. The students had similar educational backgrounds in that they had been exposed to Writing Course I as prerequisite to Writing Course II. The participants' ages ranged from 19-26. They were all TEFL bilinguals (Azari and Persian) who were taking writing course (II) at Islamic Azad University. The researchers divided research sample into three groups of 20. All three groups were exposed to three different approaches. The first group was exposed to the product approach, the second group to the process approach and the third group exposed to the post-process approach respectively. In order to evaluate the effectiveness of three different writing approaches, the researcher gave two identical post-tests (cause-effect and procedural) to all three groups. The findings of the study revealed that post process approach did not show any significant priorities over process approach, but they both indicated remarkable priority over product approach. Finally implications were drawn for EFL teachers, students, and syllabus designers.

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Process and post-process: A discursive history

Cited by 94 publications

References 53 publications

Collaboratively Composing an Argumentative Essay: Wiki versus Face-to-face Interactions

Collaboratively Composing an Argumentative Essay: Wiki versus Face-to-face Interactions

The Impact of Product and Process Approach on Iranian EFL Learners’ Writing Ability and Their Attitudes toward Writing Skill

A Comparative Study of Product, Process, and Post-process Approaches in Iranian EFL Students' Writing Skill

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