Product Approach and Process Approach and Their Significance to Teaching Writing in TESOL and How They are Utilized in ELT Classes (Published)
The main aim of this article is to focus on the two different kinds of writing approaches in ELT classes and exhibit the differences between the two approaches. The article embarks on identifying both approaches, the product approach and the process approach. The author explains when they became popular besides which approach is currently more fashionable. Besides the author explains what a typical product/process approach writing lesson looks like. It shows a clear diagram of how a process writing isconducted in class with eight different stages. It also explains the four stages of the product approach. This Article also elaborates on how these two approaches are used in class and what each of these approaches focuses on while working on them. The two methods are different than each other the author shows the pros and cons of both approaches and how they are effective in classrooms. In addition, this article shows how other teachers adapted the approaches to fit their teaching conditions. The article later mentions several cognitives and what real writers do, how the real writers compose in real situations and it also shows at what stage of the writing process can teachers help writers. The article also clearly states the aims of both approaches and provides examples of how each approach is used. The author suggests harnessing the needed approach depending on the student’s level in class.
Keywords: ELT classes, Process Approach, TESOL, product approach, writing process approach
Empowering EFL Learners through a Needs-Based Academic Writing Course Design (Published)
Using needs analysis as a research methodology, this study attempted to design a 20 hour academic writing (AW) course for Level 2 Foundation Year Saudi EFL students. Needs analysis was based on a diagnostic test, structured questionnaires, and researcher’s observation to obtain information on students’ language and skills needs, profile, levels of motivation, and learning styles and preferences. The results showed that the students did not have the writing proficiency for producing longer compositions and, therefore, the course should focus on appropriate language systems and skills to help learners with writing paragraphs based on two rhetorical strategies: cause and effect; and exemplification. The course content provides for the appropriate language systems and skills as voiced by the students and needed for writing these two types of paragraphs. The study also points to a course evaluation strategy that can be used for validation and future use of the proposed course.
Keywords: Academic Writing, Discourse Features, Form, Needs Analysis, Process Approach, Study Skills, function