This study explores how connecting reading and writing through a process-genre approach enhances EFL learners' academic writing competence. Based on quantitative and qualitative data, the study demonstrates that students made statistically significant improvements across seven writing traits, with the most substantial gains observed in discourse…

A genre-based approach to second language (L2) writing instruction has received traction due to its impact on helping L2 students improve their writing skills. This approach to teaching writing is particularly useful for young English language learners (ELLs), as it simultaneously focuses on their English language and writing skills development.…

Teaching academic writing to English as a Foreign Language (EFL) students poses significant challenges, often requiring instructors to adapt their instructional strategies to effectively meet learners' diverse needs and contexts. This study investigates the impact of an adapted process genre writing model, enhanced with teacher-prepared materials,…

This research was conducted to find the interactive influence between the teaching approach of writing and the type of cognitive style of students to the improvement of students writing ability. There are three teaching approaches applied in this research: product oriented, process oriented and multidimensional approach. Student cognitive style as…

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 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…

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…

Writing plays a significant role in language learning. Previous research has reported on the effectiveness of several approaches to develop writing skills to enhance writing competence, but little attention has been given to the paragraph writing of elementary students. The present qualitative action research study used artifacts, teacher's…

This study reports an action research on the use of pictures series technique to develop EFL narrative writing among a group of ninth graders at Institución Educativa Simon Araujo. It involves Experimental and Control groups. During the implementation of the strategy the Experiment group was taught writing with picture series technique and the…

In the L2 writing literature, there has been a rich history of scholarship in theory, research and practice since the 1960s. Two of the most prominent L2 writing approaches are process and portfolio pedagogy. The former approach promotes the use of diverse writing strategies (e.g. pre-writing) to enhance student writers' expression and fluency.…

The demands of the academic field and the constraints students have while learning how to write appropriately call for better approaches to teach academic writing. This research study examines the effect of a multifaceted academic writing module on pre-service teachers' composition skills in an English teacher preparation program at a medium sized…

A process-writing approach (BW) with novel concepts was developed by the authors to teach writing to elementary-level students. They believed the BW approach was effective but was particularly effective for special-needs students. Consequently, they decided to quantitatively test these assertions. Instead of testing students taught using the BW…

This article reports a study that examines the efforts of one school--Duquesne University in Pittsburgh, Pennsylvania--to improve student writing in first-year learning communities by promoting so-called process-based writing pedagogy outside of writing classes. Administrators encouraged instructors of subject-matter classes to integrate the…

This article draws on early data from a two-year project (2009-11) being undertaken in the New Zealand context by the authors entitled: "Teachers as Writers: Transforming Professional Identity and Classroom Practice". Based on the National Writing Project in the USA (and in New Zealand in the 1980s) its hypothesis is that when teachers…

Standards can aid educators as they work to produce strong student writers who can create meaningful and skillfully crafted authentic pieces of writing. This once-a-month, yearlong professional development program, conducted during the school day, shifted a district's kindergarten writing program to a writing workshop model that enabled the…