Notice of Retraction: Study of “The Product Approach” and “The Process Approach” in Writing Class for University Students

2010 ◽  
Author(s):  
Wu Ting
Keyword(s):  
University Students ◽  
Process Approach ◽  
Writing Class ◽  
Product Approach

scholarly journals ACADEMIC WRITING CHALLENGES OF FOREIGN LANGUAGE LEARNERS IN PAKISTAN

2021 ◽  
Vol 8 (2) ◽  
pp. 97-103
Author(s):  
Dr. Syeda Naureen Mumtaz
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Undergraduate Students ◽  
Academic Writing ◽  
Process Approach ◽  
Target Language ◽  
Foreign Language Learners ◽  
Writing Skill ◽  
Problematic Area ◽  
Product Approach

This descriptive qualitative research sought to explore as what would be the best writing approach adopted to teach academic writing skill to the undergraduate university students to identify and minimize the identified problems. The aim of the study was to strengthen the academic writing skill of university students. For this purpose, thirty undergraduate students were selected and involved in focus group discussions to highlight the problematic area in the field of academic writing. Thematic analysis helped to understand the problems faced by the students and suggestions were made on the basis of the study’s findings. The study revealed the students’ inability to use appropriate vocabulary. These students lacked the skill to express themselves in their own words, and often their written work would look patchy. English being the foreign language to the students hampered their ability to think in the target language. The present study contributed to understand the problems and suggested process approach of writing to be adopted by the faculty to overcome the academic writing related problems. Key Words: Process Approach, Product Approach, Genre Approach, Academic Writing                

scholarly journals Approaches to Writing in EFL/ESL Context: Balancing Product and Process in Writing Class at Tertiary Level

1970 ◽  
Vol 15 (1-2) ◽  
pp. 77-88 ◽  
Author(s):  
Md. Kamrul Hasan ◽  
Mohd Moniruzzaman Akhand
Keyword(s):  
Process Approach ◽  
Collaborative Approach ◽  
Teaching English ◽  
English Writing ◽  
Writing Class ◽  
End Products ◽  
International University ◽  
Product And Process ◽  
Product Approach ◽  
Writing Task

This article presents the findings of an interventionist study designed to examine the effects of product and process approach to writing on learners' performance. Two ESL classes of United International University in Bangladesh participated in the study; initially one class was instructed to follow the method of writing of product approach, and the other received instruction on the process approach. Later a collaborative approach was adopted in both classes. Data were collected from the learners' performance in group works, discussions, observations of learners' strategy use, and from the end products. The findings indicate that the combination of product and process outperformed the presentation of the learners. There was corroborating evidence to support the view that the blend of both approaches tends to facilitate the learners to undertake a writing task to be developed. Finally, the advantages of using a product-process approach to gauging the effects of writing tasks are appraised.Key words: Teaching English writing; The process approach; The product approach; Incorporation of product process approach; Guided brainstorming; Top down approachJournal of NELTA Vol. 15 No. 1-2 December 2010Page: 77-88Uploaded date: 4 May, 2011DOI: 10.3126/nelta.v15i1-2.4612

scholarly journals Process Capability and Maturity in Information Security

2011 ◽  
Vol 1 (2) ◽  
Author(s):  
Alpana Kakkar ◽  
Ritu Punhani
Keyword(s):  
Information Security ◽  
Process Capability ◽  
White Paper ◽  
Process Approach ◽  
View Point ◽  
Process Maturity ◽  
Information Availability ◽  
Process View ◽  
Product Approach

Information security has been more prominently considered under product approach in which this is considered as a framework of products providing different functionalities or features of information security like information availability, authenticity, non-repudiation, etc. But there is another important view point of information security. This is the Process View of information security in which the information security is considered as a process rather than a product. The process approach provides the benefits of repetitiveness, simplicity, and also statistically measureable and controllable. One can statistically manage the process for its maturity and capability. This white paper talks about understanding the information security as a process and then understanding the concepts of process maturity and capability for Information Security in organizations.

scholarly journals Measuring the Impacts of Using the Process Approach to Teach Second-Year English Major Students Essay Writing

2021 ◽  
Vol 1 (2) ◽  
pp. p32
Author(s):  
Moussa Tankari ◽  
Ayodele Adebayo Allagbé ◽  
Abdou Maiguéro
Keyword(s):  
Repeated Measures ◽  
Positive Impact ◽  
Process Approach ◽  
Essay Writing ◽  
Repeated Measures Design ◽  
Writing Class ◽  
Before And After ◽  
English Major ◽  
Efl Students ◽  
Second Year

This paper aimed at measuring the impacts of using the process approach to teach second-year English major students at the English Department of Université de Zinder (henceforth, UZ) essay writing. Drawing on the pre-test-post-test repeated measures design, this study examined the written essays produced by the EFL students before and after the writing class. These pre and post tests were scored based on a criterial fair copy, and the scores were compared by means of an Analysis of Variance (ANOVA) to check whether there were any statistically significant differences between the mean scores. The findings revealed that the process approach had a positive impact on the participants’ essay writing skills. Also, employing Classroom Observation, the article attempted to qualitatively measure student engagement in the writing class. The findings further exuded that the EFL students observed were cognitively involved in the learning activities conducted in the class. Based on the foregoing findings, this study recommends that the process approach to (the teaching of) writing be adopted and used to teach writing in EFL classes across/in Niger.

Modern approaches in teaching writing skill within the process of foreign language teaching

2020 ◽  
pp. 110-117
Author(s):  
Umida Kulmagambetovna Khodjaniyazova 
Keyword(s):  
Foreign Language ◽  
Language Policy ◽  
Language Teaching ◽  
Process Approach ◽  
Foreign Language Teaching ◽  
Teaching Writing ◽  
Foreign Language Writing ◽  
Language Writing ◽  
Product Approach ◽  
Writing Competence

This article is devoted to the problem of the development of writing competence in the process of foreign language teaching. The article refects the main directions of the language policy in the Republic Uzbekistan with reference to the fundamental normative documents in this area, describes the conditions for the successful language policy in the feld of foreign language education. The characteristic features of foreign language writing competence is presented. The concept of the term «approach» is analyzed by foreign scholars and the author focuses on the advantage of two modern approaches in teaching foreign language writing competence as Product approach and Process approach. A review of two modern approaches is presented by involving the points and claims of well-known foreign scholars. The article deals with the assessment criteria, the learning process and effective techniques that are used on the basis of product approach. It presents a typical model for process approach created by the English specialist C. Tribble. Carried out comparative analysis of two given approaches, leads to the conclusion that both product approach and process approach, despite of their advantages, are not perfect enough in teaching writing since both approaches were criticized by methodologists. As a result of the study, it is concluded that it is preferable to use a mixed approach, along with traditional ones to develop writing competence of students.

scholarly journals The Effect of A Process Approach Using Report Writing Frame on Students’ Writing Achievement

2017 ◽  
Vol 6 (1) ◽  
pp. 49-64
Author(s):  
Khoiriyatul Hariro
Keyword(s):  
Experimental Design ◽  
Academic Writing ◽  
English Education ◽  
Process Approach ◽  
Writing Achievement ◽  
Education Department ◽  
Report Writing ◽  
The Third ◽  
Writing Class ◽  
Quasi Experimental

This study is aimed at investigating the effect of process approach using Report Writing Frame on students’ writing achievement. The design of this study was quasi-experimental design. The subjects of this study were the third-semester students of Academic Writing class of English Education Department of Brawijaya University of Malang. The result of t-test showed that the students who were taught using Report Writing Frame have better writing achievement than those who were taught without using Report Writing Frame. Besides, from the five categories or aspects which were scored; organization, content, grammar, vocabulary, and mechanic, it indicated that the students who were taught using Report Writing Frame had more significant improvement in term organization, content, and vocabulary.

scholarly journals An Assessment Instrument of Product versus Process Writing Instruction: A Rasch Measurement Analysis

2019 ◽  
pp. 1-8
Keyword(s):  
Language Learning ◽  
Writing Instruction ◽  
Item Difficulty ◽  
Measurement Model ◽  
Rasch Measurement ◽  
Process Approach ◽  
Assessment Instrument ◽  
Long Run ◽  
Product Approach ◽  
Item Reliability

Recent researchers continuously stress on the importance of writing instruction in language learning. Therefore, there is an immense need to have an appropriate instrument to measure the writing instruction and the instrument has to be fully tested for validity. Therefore, we developed and validated an instrument using Rasch Measurement Model to assess two prominent approaches (product approach versus process approach) used in writing instruction contemporarily. We tested the instrument by computing its infit, outfit, item reliability, item separation, item difficulty and item discrimination. The results demonstrated that the instrument showed adequate estimates of reliability in assessing both the approaches used by teachers in ESL classrooms. The raw variance result showed that the accuracy of the items of product approach (85.7%) and process approach (63.7%) were excellent and good. The values of item reliability and item separation for product approach were 0.98 and 6.33, while process approach showed the item reliability and separation values of 0.65 and 1.37 respectively. The results showed that product approach is being dominantly practised that did not enhance students’ writing skills in the long run. To address this issue, we propose a new framework for writing instruction as a guide to ESL teachers.

scholarly journals Writing: A Profitable but Negated Skill in English Classes in Undergraduate Programs

2015 ◽  
Author(s):  
Blanca Lucía Cely Betancourt
Keyword(s):  
Foreign Language ◽  
Writing Workshop ◽  
Writing Skills ◽  
Public University ◽  
Process Approach ◽  
Small Scale ◽  
English Classes ◽  
Low Performance ◽  
Product Approach ◽  
Undergraduate Programs

The present study describes a small scale project consisting in several workshops to improve the students’ writing in English as a foreign language. The targeted population consisted of first level students in undergraduate programs at a public university in Colombia where low development of writing skills in the students’ foreign language has been constantly observed in the English teaching process. A diagnostic test administered to our students revealed that one of the possible causes of student’s low performance in writing, was the lack of writing activities that serve as training for them to produce writing texts. Students showed the few opportunities they had concerning this kind of activities. The diagnostic data through questionnaires and interviews also revealed the lack of guided and controlled activities which help students to improve the process of writing, and the low motivation as the main result of this lack of activities. Last but not least, after the implementation of this writing workshop, students were more confident, they wrote high-quality texts and writing became an interesting activity for students.Keywords:   writing process, motivation, process approach, writing techniques, product approach

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