Teaching Writing as a Process to EFL Learners

Abstract

To develop writing as a skill, the appropriate methods and training are required. The present study investigated whether the process approach is used to help learners’ to develop proficiency in writing. The aim then, is to find out whether written expression teachers use the process approach in their classes, as well as if learners develop writing as process or they just follow a model text. In order to achieve the objectives of this study two quantitative methods are used to collect data. A test and a questionnaire have been designed for forty third year EFL learners. In addition, a questionnaire has been administered to teachers of writing at the department of English at the University of Mohamed Seddik Ben Yahiya, Jijel. In the light of the obtained results, it was found that the majority of teachers are not teaching writing as a process; consequently, EFL learners cannot use the writing stages appropriately. They are not aware of the long-term benefits of writing in a process, and they do not revise and rewrite their writings which, may be one of the factors has led to the lack of writing proficiency.