Whether type of written corrective feedback (WCF) impacts L2 learning has been investigated for decades. While many product-oriented studies report conflicting findings, the paucity of studies adopting both a process-oriented and curricular approach (e.g., Caras, 2019) underscores the call for further research on: (1) the processing dimension of…

The purpose of this study is to identify in which stage/stages of the Process Writing Approach students have difficulties most. This posttest-experimental study was applied to the 50 first-year students studying English Translation and Interpreting. The students were expected to produce an essay with the help of the Process Writing Approach at the…

Enhancing paragraph writing skill of students addresses the issues of writing. To see the paragraph writing skill enhancement of students and finding out the significant difference in paragraph writing skill enhancement between students acquired Individual Process Approach and students acquired Collaborative Process Approach are the aims of this…

Writing is, at times, neglected by both teachers and students. Far too often, courses involve an emphasis on speaking skills and direct grammar instruction. These courses, however, pay little attention to writing skills and, most specifically, academic writing. In fact, while addressing writing, teachers may have different approaches, one of which…

The instruction of metadiscourse markers to L2 writers has been recommended by some scholars to assist them in employing a certain tone in persuading readers. Nonetheless, there is a dearth of research investigating the effect of process-based instruction on hedging and boosting devices to L2 learners. To fill this gap, the present study aimed at…

The first language (L1) use is vital to developing the quality of second-language (L2) writings. Establishing a clear argument with the logical flow in L2 can be a daunting task for learners with low L2 proficiency. To determine if L1 use is positively related to students' L2 texts, the researcher conducted a comparative study with 77 Japanese L2…

This study investigated whether students' writing achievements could increase using a modified roundtable technique based on the process approach and to find out what aspects of writing significantly increase. A quantitative study in the form of preexperimental design was conducted which involved 21 tenth grade students of a 1 Pekalongan-Lampung…

This essay brings to light new evidence about the relationship between revision and reflective writing in the first-year writing classroom. Based on a robust study of student work, we illuminate a variety of complex relationships between the writing knowledge that students articulate in their reflections--including how they narrate their course…

As an educator, according to the author, the most important objective is to know what they want students to take away with them after the unit ends, the enduring understandings that will stay with them long after they leave the classroom. The author states they wanted their students to understand that writing is a journey, one that starts with the…

This study was to investigate the effects of a process-based approach to writing interview articles using class-wide social network site (SNS) on the writing abilities and self-esteem of middle school students with intellectual disabilities. It also aimed at investigating these effects on attitudes of the students' peers who were interviewed. A…

This article outlines some cognitive process models of writing composition. Possible reasons why students' writing capabilities do not match their abilities in some other school subjects are explored. Research findings on the efficacy of process approaches to teaching writing are presented and potential shortcomings are discussed. Product-based…

Writing occupies a central position in university foreign language studies programs, yet little is known about the nature of writing instruction in upper-division content courses. Drawing on quantitative and qualitative data, this study, which was part of an internal program assessment, explores faculty and student perceptions of students' writing…

The National Writing Project (NWP) has contributed enormously and consistently to the effort to help teachers help students learn to write. In the early 1970s, researchers such as Donald Graves and Janet Emig began studying the ways writers go about the task of thinking and producing polished writing. The NWP's book "Because Writing…

Learner autonomy is widely recognized as a desirable educational goal in second or foreign language learning. However, the generality of the concept often makes it difficult to either nurture or measure the related traits. The present study focused on learner autonomy in the area of writing, exploring the use of the process approach as a means to…

The objective of this action research study was to assess the impact of the Process-Based Approach (PBA) on the development of the writing skills of young students who are learning English as a Foreign Language. The participants included 12 third-grade students from a bilingual private school in Manizales, Caldas. Six workshops were implemented,…