Methods and - Approaches - in - Teaching - Writing - Skill - in - ESL - Classrooms
Methods and - Approaches - in - Teaching - Writing - Skill - in - ESL - Classrooms
Methods and - Approaches - in - Teaching - Writing - Skill - in - ESL - Classrooms
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Abstract
This paper presents an analysis of a systematic review based on the past studies published on
writing approaches employed in ESL classrooms. The studies reviewed are from the year 2000 to
2019 with the total number of eighteen studies. The key aims of this systematic review is to show
an empirical information formulation discovered through multiple methods in past scholarly
research on writing in ESL classrooms. In this systematic study, there are two study questions to
be addressed: i) What teaching methods should ESL students use to enhance writing abilities for
learners? ii) How should the defined writing strategy be scheduled so that it can be efficiently
applied in the ESL schools? The findings of the reviews showed that process, genre, process
genre, process product and product-based approaches are employed in ESL classrooms. Process
approach was mostly employed in ESL teaching of writing in secondary and tertiary level. Results
also indicated that scaffolding cooperative learning and teacher and peer feedback help to
improve ESL students’ writing.
Keywords: Writing Approaches, Writing, ESL Classrooms, Process Approach, Teaching Writing
Theories
Introduction
English is a language widely spoken around the globe. About 1,121 billion people regardless of
natives or non-natives speak English (World Population Review 2019). It is a language that bridge
people in different sectors. English is language of business, education and communication, and
even seen as an official language and used in documenting. Second language learning differs from
first language acquisition. To meet these requirements there were various theories and
hypotheses found and experimented to facilitate educators to impart the knowledge of second
language. In addition, various researches di multiple disciplines, such as linguistics,
psycholinguistics, psychology and education were carried out to enable students to learn second
language. Listening, talking, reading and writing are the primary four language abilities taught to
these learners. “Writing is the most challenging skills to be learnt and to be taught in ESL
classroom” (Jusun and Md Yunus 2018, p.470). Writing skills is a vital skill that to be mastered by
all the students in ESL classrooms as it has its various purposes. It goes beyond the school scope.
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2025), students need to be proficient in both Bahasa Malaysia and English covering all the
language aspects. Yet, after four years of implementing the blueprint, report shows, there is a
“decrease in the percentage of passing for SPM English paper, from 79.4 per cent in 2016 to
79.1 per cent in 2017” and for English Writing paper in UPSR examination, the percentage of
passing dropped from 77.0 per cent in 2016 to 73.6 per cent in 2017” (Aziz, 2018 para. 15).
Teachers, researches do employ many strategies to teaching writing skills to ESL learns, yet the
results are frustrating. One important area needed to be reviewed are the approaches employed
by teachers in teaching writing. To see the efficacy of these approaches in developing students
writing skills in ESL classrooms, an analysis of approaches used in ESL classrooms is required. The
main goal of this systematic review is to demonstrate a formulation of empirical data found via
various approaches in previous academic studies on the teaching of writing in ESL classrooms.
This is to create opportunity to researchers and teachers to formulate interventions and identify
the suitable approaches to cater the students’ needs and conduct researches in depth in this
area.
Literature Review
Theories of Teaching Writing
Teaching and learning writing in ESL classrooms are demanding. Researchers develop various
theories to assist the learners and teachers because in ESL students have to cope with language
proficiency and the process of writing. Theories are crucial for the teachers to know and
understand the theories in teaching writing because it will allow the teachers “to implement
research-based practices better” (Wright et al. 2015, para 4). Hodges (2017) pointed out four
focal theories in teaching writing.
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d) Ecological Theory
Ecological theory was proposed by Cooper (1986, p.368) described it as “an ecology of
writing encompasses much more than the individual writer and her immediate context.
The students in the writing class interact with one another to create systems that means
all the students or the product of writing both regulate and they are regulated by other
students’ writing in their own environment. One of the significant characteristics of this
theory is all the characteristics of any individual writer or piece of writing both determine
and are determined by the characteristics of all the other writers and writings in the
systems. An important characteristic of ecological systems is that they are fundamentally
flexible. Although the structures and contents may be defined at a particular time, they
are continually evolving in actual time. The limitation of this theory is that it changes
over longer periods of time.
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learning which is the subject matter need to be taught”. In other words, it is a set of ideologies,
principles or thoughts about the nature of learning which is decoded in the classroom setting.
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classroom there are four steps to adhere;1) students need to read the model composition and
take note on the distinctive features of a composition which are organization of ideas, the use of
language and mechanics of writing. 2) students perform controlled practices to exercise the
elements outlined in the model text.3) Students attempt to mimic the model essay by organizing
a collection of pre-set thoughts to suit the model. 4) Students perform the task by using their
skills, sentence structures and various level of vocabulary in order to compose the anticipated
composition. Some of the advantages of this approach are students start learning how to use
particular pattern-product methods in writing composition systematically, especially in writing
narrative descriptive and persuasive essays. In addition, students learn to correct vocabulary and
various sentence patterns for these text types and improve students’ grammatical awareness
(Tangpermpoon 2008). Product based approach lost its popularity as it has no concern over the
process of the writing but the grammar structure and syntax. It demotivates the students when
accuracy in mimicking is focused rather than students’ creativity
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genre approach is suitable for beginners as model text is given to assist learning, this will reduce
the anxiety among the learners. Above all, it scaffolds writing. Some limitations of this approach
are students lack in knowledge of language structure and grammar to reach the target audience
and learners basically focus on the product rather than the process and it underestimates the
student’s ability.
Past Studies
There are a number of studies that discuss the best approach for second language teachers to
adopt, particularly in ESL classrooms. Nordin 2017 in his study on tertiary students reported that
there is no one particular approach fits the ESL students in fact process and genre approach
complements each other in teaching the writing skills.
In another study, Watson (1982) has reported that, models or product-based approach is widely
opted in ESL classroom. Yet, he believes that, product-based approach alone does not help
students in writing but this product based approached should be integrated with process-based
approach to produce a good writer.
A study done by Hassan and Akhand (2010) in analyzing the impact on learners ' quality of the
product and process approach to learning reported that the tertiary students performed better
in writing by combining product and process approach. The blending approach developed their
writing skills.
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Most of the studies examines the two main popular approaches in teaching writing namely
product-based approach and process-based approach. However, there are other relevant
approaches such as genre-based approaches, combination genre process and product process
approaches which contributes to improve ESL students writing skills. Thus, only a little known in
outcomes of blended approaches in teaching writing.
Methodology
The method adopted conduct the systematic review is based on five steps proposed by Khan et
al. (2003, p.118). According to them, the five steps are “framing questions for a review,
identifying relevant studies, assessing the quality of studies, summarizing the evidence and
interpreting the findings”. The first stage of the procedure is framing research questions for the
review. Therefore, problems should be identified carefully and clear. The questions should be
well structured to avoid any ambiguity. A good research questions will lead to a good research
process. Once the questions are identified, other changes such as identifying the population and
research designs are identifies. In this case, ESL learners in all levels, from primary to tertiary
education level are chosen. The next step is identifying relevant studies, where studies related to
the objectives set, we searched. I decided the use the online materials from well-known
databases, such as JSTOR, Google Scholar, Science Direct, Springer e-Journals and Educational
Resources Information Centre or better known as ERIC, SAGE, Scientific Research Publishing and
Scopus were downloaded and read extensively prior to analyzing them. Boolean Operators was
used to connect and define the search terms relationship based on the objectives set. The third
step is assessing the quality of the studies where a step by step review was done. I have rechecked
the research questions and the objectives are relevant to each other and to the journals and the
articles chosen. The fourth step is summarizing the evidence collected and tabulated using
statistical method to interpret the data and supported with graphics for better comprehension
use. Finally, the study was summarized with recommendations.
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learners to
write.
A
substantial
improveme
nt in the
teaching
and reading
performanc
e of ESL
students
was
discovered
10 Sapkota ten Action Developing Process Four An increase in
(2012) students research students approac weeks students’ level
from a B. process h of proficiency
Ed pre-test, writing skills in the use of
College. progressive through grammatical
test and peer and units and in
post-tests teacher using
correction mechanics of
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Effective use
of peer
correction
followed by
teacher
correction.
11 Pratama 7th grade action Mind Process Two Mind
(2015) research mapping approac cycles mapping
with technique h with skills are
qualitative to improve two improved
approach writing skills meetin separately or
gs each classically
12 Handayani 37 action Application Process Two Process
& Siregar students research of the genre cycles Genre
(2013) Of senior with process approac on 10 Approach
high qualitative genre h meetin teaching
school approach strategy in gs writing
descriptive increases
text the writing
learning competency
of learners
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Improved
the
motivation
of learners
to learn
writing
Developed
the ability
of learners
to express
their
thoughts
more in
order to
support the
job of
writing
13 Ahn L2 primary Action Implementi Genre 10- The active
(2012) school research ng a genre based weeks scaffolding
students. strategy to (two processes of
(Year 5 developing lessons teachers at
and 6) main school per the early
students ' week) stage of the
writing skills cycle
through benefited
scaffolding students by
in grades 5 making them
and 6 L2 aware of the
different
ways in which
texts are
organized for
different
purposes of
communicati
on.
Increased
confidence
among
students and
prompted a
favourable
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attitude to
writing
14 Pasand twelve quasi- Scaffolding Process- two- Completing
& Haghi intermedi experiment thorough Product session the model
(2013) ate EFL al design model Approac writing text in the
learners, essays h class writing of
between process
13 to 15 products has
years old a beneficial
impact on
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their
precision in
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mechanics,
syntax and
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students’
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model text
15 Mehr 60 Iranian quasi- Instructions process 12 Process
(2016) learners experiment based on and session approach
42 al research product and product s that has a
females process huge impact
and 18 approach on the
males writing
performance
of EFL
students
Positive
impact of the
process
approach on
the writing
skills
behaviour of
EFL students
improved
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Another five studies analysed are studies which employed process-based approach writing. Jones
(2006) in his case study on 18 college students in Using Weblogs as a teaching instrument for
writing demonstrated that blogging is an efficient instrument for writing. In addition, process-
based approach facilitated and the students were aware the purpose for writing. The finding also
indicated that students were motivated to write. In a similar process-based approach in writing
research, Faraj (2015), on her research on thirty second-year college students which employed
experimental research in scaffolding writing process showed improvement in control group
result in her post results. Meanwhile Alshahrani and Windeatt (2019) performed an experimental
research in use of an e-portfolio structure to enhance academic writing efficiency of ESL students.
The results showed e-portfolio software, facilitates writing. In addition, frequent peer and
teacher written feedback promote learners to write. Other than that, a substantial improvement
in the teaching and reading performance of ESL students were also discovered.
In another study by Sapkota (2012), involving ten college students to developing students process
writing skills through peer and teacher correction noticed, an increase in student skills in the use
of grammar units and the use of writing mechanics in four weeks. The use of peer correction
accompanied by teacher correction was discovered to be efficient in writing processes for
learners. The fifth study was done by Pratama (2015), towards 7th grade students. A qualitative
approach was employed in using Mind mapping technique to improve writing skills. The findings
showed that writing skill with Mind mapping skills improved separately or classically.
In employing process genre approach in the research, there were four researches identified.
Barrot (2016) in his research on 171 students in the first year of the university a self-report
method on Influence of the Facebook e-portfolio on writing methods of ESL students using
process genre approach reported his finding which showed The e-portfolio based on Facebook
had a beneficial effect on the writing practices of learners students saw Facebook as a feasible
instrument for evaluating the e-portfolio. Meanwhile, Belmekki and Sekkal, (2018), did a study
on 28 management students in cooperating formative feedback into process genre-based
instruction noticed a significant effect of process-genre approach on the students’ writing
achievement, covering four writing components: organization, vocabulary, grammar, and
mechanics in 2 months. Xu and Li (2018) in his research in employing ‘reading-to-writing’ tasks
(peer-feedback and revisions) towards PhD candidates found that in eight weeks with 48 hours
of interaction the teaching scholarly writing abilities explicitly through a process-genre improves.
In addition, the result is seen to transform EFL learners into a broad spectrum of scholarly writing
strategies while supporting abilities learning in an EFL framework in China. Handayani and Siregar
(2013), found that 37 students of senior high school teaching writing using Process Genre
Approach teaching writing increases the writing competency of learners. In addition, improved
the motivation of learners to learn writing and developed the ability of learners to express their
thoughts more in order to support the job of writing it improved students’ motivation in learning
writing and developed students’ skill to communicate their ideas more to support the purpose of
writing task.
Another writing approach which popularly employed in ESL writing is, process product approach.
Mehr (2016), in his research towards 60 Iranian learners employed a quasi-experimental research
to measure the effectiveness of process – product approach instructions based in EFL classroom
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found that Process approach that has a huge impact on the writing performance of the students.
In another study in scaffolding ESL writing thorough model essays, Pasand and Haghi (2013)
reported that twelve intermediate EFL learners, between 13 to 15 years old, process-product
Writing has a favourable impact on certain elements of their writing precision, such as
punctuation, capitalization, spelling, subject-verb agreement, tension, the use of connectors, the
use of right pronouns and possessives and the use of model text.
In an action research conducted by Yomana Christina Jothi Shamini and Melor (2019)reported 55
participants of Secondary Four pupils in employing process product in using the hi-five Fingers
and Snack Bars via social media (Powtoon and Facebook) in their writing in three months, there
was an improvement of the writing achievement of students after using hi-five fingers and snack
bars through social media. In an experimental study by Gutiérrez, Puello and Galvis (2015) 20
participants from ninth grader reported the experimental group which employ process-based
approach performed better using pictures series to enhance narrative writing.
Product based approach is not very popular and only one study could be identified in the range
from year 2000 to 2019.The study was carried out by Noor Hanim (2017) to 30 Diploma in
business studies students. The study is in employing product-based approach in Jigsaw writing in
writing business letter. The jigsaw writing enables students to write short sentences in a group
as jigsaw writing a cooperative learning strategy. The researcher stated students improved on
their content skills, as well as communicative strategies as a result of the interaction and
participants enjoyed the jigsaw activity and found that the cooperative learning helped save time.
In addition, the jigsaw writing activities allowed them to share ideas.
Conclusion
A total of 18 studies were identified in this systematic review analysis in identifying writing
approaches employed in the period of 19 years. The studies are based on all the levels, from
primary to tertiary level in ESL context instructions. There are four studies for the category of
genre based, process genre based and process product based. There are 5 studies on process-
based approach and one study from product-based approach. All the approaches employed in
the researches has its advantages and disadvantages yet a good and proper selection of
approaches based in the students need is vital to make the students writing successful.
Moreover, enough time should be given to students to get used to a certain approach. In
addition, scaffolding is crucial in assisting the students in each and every step of learning to write.
One way to scaffold students is by giving feedback. Teachers need to give feedback to students’
writing so that that they learn from mistakes.
Scaffolding is important to retain the students’ interest in the classroom, anxiety in writing arise
when students fail to compose. Hence, students’ interest towards writing will dampen and
gradually they lose interest in writing. Thus, scaffolding will lower their anxiety in writing.
Feedback from peer is important as students will be more comfortable when corrected by peer.
Other strategies, such as employing ICT and Web 2.0 application will engage students better.
Hence, knowing students, selecting appropriate writing approaches, and scaffolding in ESL
classroom is vital to make students improve in their writing. The limitation of this systematic
review is, the approaches are only based on popular approaches in ESL writing classroom. There
are other approaches such as free writing, paragraph pattern approaches, grammar syntax
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organization approaches and communicative approach. Next, this study did not incorporate
other data from systematic reviews, it is solely on single researches. For future systematic review
others researchers may include, other approaches and also analyze other systematic reviews on
writing approaches.
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planning the lesson with suitable approach, material selection based on the students need is
crucial in order to achieve successful.
iii) Scaffolding
In most of the researches, scaffolding has its important role in motivation students to write.
Teachers should incorporate scaffolding in the writing lessons to help the students regardless of
their level of proficiency. Scaffolding during the lesson or by giving feedback during the writing
process is vital. Peer reviews are also important to scaffold in writing classroom.
Recommendations
1. Teachers should combine the teaching writing approaches to scaffold students writing as
every approach has its shortcomings.
2. A further research should be done in other approaches in teaching writing so that teachers in
ESL classrooms have wider options to utilize in the ESL writing classrooms.
3. In the further researches done should be focused more on young or novice writers as
teaching writing using various approaches will produce a better writer from young age.
In a nutshell, teacher play a crucial role in teaching writing skills. Besides having a content
knowledge, employing the right pedagogical approaches in teaching writing is necessary based
on the needs and levels of their students.
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