A Comparative Study of Product, Process, and Post-process Approaches in Iranian EFL Students' Writing Skill

• Published in: Journal of language teaching and research Vol. 3; no. 4; p. 722
• Main Authors: Hashemnezhad, Hossein, Hashemnezhad, Nasrin
• Format: Journal Article
• Language: English
• Published: London Academy Publication Co., Ltd 01.07.2012
• Subjects: Cooperative learning; English as a second language learning; Genre; Linguistics; Orthography; Pedagogy; Researchers; Second language writing; Student writing; Studies; Teaching; Writing instruction; Iran
• ISSN: 1798-4769; 2053-0684
• DOI: 10.4304/jltr.3.4.722-729

[...]the field of second language writing is an area affecting the lives of many people at institutions around the world where they must submit high quality written work in a language they did not learn as native speakers. [...]product-based approaches see writing as mainly concerned with knowledge about the structure of language, and writing development as mostly the result of the imitation of input, in the form of texts provided by the teacher. [...]Final Exam: In order to evaluate the effectiveness of three different writing approaches, the researcher gave two identical post-tests (cause-effect and procedural) to all three groups. The researcher selected nearly equal number of female and male in all three groups and she measured all students' previous scores in previous writing term. Since there were not any significant differences among three groups in terms of their previous scores in previous writing term, it is concluded that post experimental differences are attributed to the conditions of the experiment, different types of writing approaches in this study, rather than to preexisting subject differences, such as sex and previous writing score in previous term. There are not significant differences among Iranian EFL learners' writing ability in terms of process and post process writing approaches. 5. Since there were not any significant differences among three groups in terms of their previous scores in previous writing term, we conclude that post experimental differences are attributed to the conditions of the experiment, different types of writing approaches in this study, rather than to preexisting subject differences, such as sex and previous writing score in previous term. 6.