The purpose of this qualitative research study is to understand the relationship between learning English writing through the process approach and the perception of this approach among future teachers. To achieve this objective, the study utilized a questionnaire design that was analyzed through the lens of constructivism. Ten participants completed the questionnaires for the study of first- and second-year students in the education program. The 20-question questionnaire was divided into five sections to reflect the stages of the writing processes and the intention to use this process in future practice. The findings of the study indicate that there is a positive perception of the process approach, with a few minor outliers, and a strong intention to utilize the approach in their future practice. Recommendations emerged from the challenges that were identified to include a need for additional feedback and increased direction for some students. Recommendations for further research are included to strengthen the findings of this study.
Keywords: English writing, Process Approach, Teaching Strategies, future teachers
