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A wealth of research has evaluated the effects of varied types of approaches in Academic Writing courses. However, there has been an ongoing discussion on prioritizing one of them. In this regard, this study examined the effects of product-based approach on Academic Writing Score of language preparatory school students over 16 weeks using pre-test...
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Varied feedback strategies are prevalent to enhance learners` skills in an Academic Writing course. However, there has been an ongoing discussion on classifying one as the most efficient strategy. In this regard, this study investigated the impacts of metalinguistic feedback on the TOEFL IBT Independent Writing Section Score of language preparatory...
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... There is a correlation between language anxiety and foreign language writing performance (Kara, 2011). Success in writing depends on a person's capacity to communicate well, translate her thoughts to paper in harmony, have self-confidence, and derive enjoyment and pleasure from L2, although many students struggle in this area (Baştürkmen & Lewis, 2002;Kara & Abdulrahman, 2022). ...
This study investigated the writing anxiety of second language learners and analyzed the positive and negative implications of this concern. The research examined anxiety, foreign language anxiety, and the primary functions of writing anxiety. To view this topic from the students' perspective, 94 secondary and high school students from Stirling Schools in Iraq and university students from TISHK International University completed a questionnaire. According to the survey findings, writing anxiety has beneficial and harmful effects on children. The children were not adversely affected by the feedback of their peers and educators, which was an unexpected finding. Another remarkable result is that many pupils had writing anxiety due to inadequate grammar and vocabulary. The most striking and gratifying outcome is that students believe they are more successful when writing on themes they enjoy and are familiar with. In this way, their writing anxiety decreases, and they can produce more productive work.
... The same conflict can be noticed in published articles. For example, Kara and Abdulrahman (2022) conducted a study on product approach at a university level in Iraq which culminated with a positive trend to increase students` success rate in an Academic Writing course. On the other hand, Pacello (2019) compared product approach with process one at a US college which displayed that process approach was more helpful for students to master writing. ...
Although voluminous studies have been conducted about product, process and genre approach in writing, only few studies have been observed to measure the effects of process-genre approach on students` writing performance in an Academic Writing course at a university level in Iraq. In this respect, this study investigated the effects of process genre-based approach on Academic Writing score of language preparatory school students over 12 weeks using pre-test and post-test. Considering this aim, 30 students were divided into two groups as control or experimental group through purposive sampling method. Experimental group students were exposed to process-genre approach, whereas control group students were engaged in product approach. Each student wrote an expository essay about 1 topic which was related to IELTS Writing Task 1 biweekly amounting to 5 topics during the study. Quantitative data were analyzed by IBM SPSS 23 through independent samples t test and paired samples t test both of which confirmed that the students in experimental group progressed more significantly than the students in control group. Furthermore, findings of the quantitative data were complemented by qualitative data with students` genuine opinions in the interview. Findings of this study may offer some novel ideas about integrating approaches to increase students` success and enthusiasm in Academic Writing courses on a global scale.
An increasing number of studies has been conducted about the approaches to improve learners` writing in an Academic Writing course. However, no approach stood out as the most efficient one. In this respect, process based approach and product based approach were compared in this study. The study was conducted on language preparatory school students at a prestigious private university in Erbil over 17 weeks. Simple random sampling method was employed to choose the sample from the population. Experimental and control group students were equal as 20. Experimental group students took instructions based on the steps of process approach, whereas control group students followed the steps of product approach. Each student was required to write about 8 topics regardless of being in control or experimental group. The students took two exams as pretest and posttest to make comparisons through SPSS 23. Independent samples t test p value was measured as .004 which was significant. Also, paired samples t test p value was .000 which was also highly significant in experimental group. These results reveal that the students who followed a process based approach instruction outperformed the students who got a product approach based instruction. Similarly, the questionnaire and interview analysis as a part of qualitative data uncovered that the students` satisfaction rate was higher once they followed a process based approach writing instruction. Findings of this study suggest that process approach can be integrated into Academic Writing curriculums without having any hesitation.
