The Effect of the Process-based Writing Approach on Writing Success and Anxiety of Pre-service Teachers

Arıcı, Ali Fuat; Kaldırım, Abdullah

doi:10.1080/09720073.2015.11891883

Cited by 16 publications

(12 citation statements)

References 3 publications

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“…Furthermore, students published their writing by sending it to the Schoology learning app after producing the final document that had been edited and revised previously. This activity is in line with the statement from Adula (2018); Arici and Kaldirim (2015); Eliwarti and Maarof, (2006); Harmer (2007); McIntyre et al…”

Section: Publishingsupporting

confidence: 89%

“…In implementing the process approach in the paragraph writing course, the lecturer and the students implemented phases that were consisted of invention phases (prewriting), writing phase, and improving phase (revising and editing) that is purposed by Nunan (2003). Those stages were developed into five phases such as prewriting, drafting, revising, editing, and publishing as that phase were known as the typical phase that is implemented in the process approach in writing pedagogy (Arici & Kaldirim, 2015;Habtamu, 2018;Johnson, 2008;McIntyre et al, 2011;Samsudin, 2016;Sheir et al, 2015;Sun & Feng, 2009;Vanderpyl, 2012).…”

Section: Discussionmentioning

confidence: 99%

“…Since writing is not a spontaneous activity where it reflected students' knowledge and the way they think, the process approach is conducted to train students to generate their idea, determine the purpose and the audience, and communicate their thought by writing and improving several drafts (Merilia et al, 2019;Ratminingsih et al, 2018;Sharifi & Hassaskhah, 2011;Yusof, 2009). This approach aims to train the students to generate and plan their writing ideas, consider the audience, draft, and redrafting, and emphasize writing as a process (Arici & Kaldirim, 2015;Brannan, 2003;Kim & Kim, 2005;Sheir et al, 2015). Five phases follow the implementation of the process approach in the classroom: prewriting, drafting, revising, editing, and publishing or sharing (Johnson, 2008;McIntyre et al, 2011;Sheir et al, 2015;Vanderpyl, 2012).…”

Section: Doimentioning

confidence: 99%

“…As defines by Nunan (1991Nunan ( , 2003, the process approach is an approach in writing pedagogy that is focused on several classroom activities and it believes to lead the students to develop the skill of language use. The process approach is believed to help students in writing more systematically and reduce writing anxiety (Arici & Kaldirim, 2015). As mentioned by Atay and Kurt (2006), learning writing as a predominantly product-oriented in another language gives as much anxiety as learning the other skills.…”

Section: Introductionmentioning

confidence: 99%

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Process Approach in the Teaching of Writing for Undergraduate EFL Students

Setyawan¹,

Suwastini

Ratminingsih

2020

scr. j. j. linguist. engl. teach.

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Background: This research aimed to investigate the implementation of a process approach for EFL undergraduate students in a private university in Bali. Methodology: The present study involved one lecturer and thirty students enrolled in Paragraph Writing Class. Observations were conducted in twenty-eight meetings of the total meetings to reveal - that strategies of process approach were implemented in each of the stages of writing, namely, prewriting, drafting, editing, revising and, publishing. Findings: The lecturer implemented all nine strategies where seven strategies were optimally conducted and all ten strategies were implemented by the students, where nine strategies were optimally conducted during the editing stage. In the publishing operation, the instructor implemented three of three strategies, and students implemented three of three strategies. Conclusion: Strategies of process approach were implemented by the lecturer and the students during the Paragraph Writing Course. It is implied that in an implementation of a process approach in a writing class, the lecturer and the students need to work together in most of the stages to create a good writing process.

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Section: Publishingsupporting

confidence: 89%

Section: Discussionmentioning

confidence: 99%

Section: Doimentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Process Approach in the Teaching of Writing for Undergraduate EFL Students

Setyawan¹,

Suwastini

Ratminingsih

2020

scr. j. j. linguist. engl. teach.

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“…Later on, concerns about how a text is written became the theme for the process approach. Again, this approach was unsatisfactory for many ELT experts, educators, and researchers (Ajmal, 2005;Arici & Kaldirim, 2015;Raimes, 1983, as cited in Zhang, 2018, Rusinovci, 2017. Another approach (the genre approach) emerged.…”

Section: Introductionmentioning

confidence: 99%

A Pre-Experimental Study on a Process-Genre Approach for Teaching Essay Writing

Bin-Hady

Nasser²,

Al-Kadi

2020

JLE

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This study explored the feasibility of using a process-genre approach (PGA) for teaching academic writing from the perspective of EFL undergraduates. The sample consisted of 15 students enrolled in a four-year English program at the College of Education in Socotra, Yemen during the academic year 2018-2019. The study followed a pre-experimental design in which a pretest was given to the sample, and an extensive 30-hours program was pursued using the PGA. Additionally, ten informants were singled out for interviews to explore their opinions about the PGA-based teaching they experienced during the experiment. A Wilcoxon Signed Rank Test was used to calculate the degree of significance in students’ improvement on opinion essay writing (Z=3.408, p < 0.05) between the pretest and posttest in favor of the latter. The findings also revealed that students had positive perceptions towards the PGA that was applied by their instructors. The findings suggest that applying such an approach in writing courses could engage learners in writing practices that they view positively.

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Correlations of self-perception in reading and in writing, reading and writing performance in web-mediated and conventional writing instruction

Cequena

2019

Educ Inf Technol

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The Effect of the Process-based Writing Approach on Writing Success and Anxiety of Pre-service Teachers

Cited by 16 publications

References 3 publications

Process Approach in the Teaching of Writing for Undergraduate EFL Students

Process Approach in the Teaching of Writing for Undergraduate EFL Students

A Pre-Experimental Study on a Process-Genre Approach for Teaching Essay Writing

Correlations of self-perception in reading and in writing, reading and writing performance in web-mediated and conventional writing instruction

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