UTILIZATING THE WRITING PROCESS APPROACH WITH ENGLISH AS A SECOND LANGUAGE WRITERS: A CASE STUDY OF FIVE FIFTH GRADE ESL ARAB STUDENTS
The data analysis of the ESL teachers revealed strong advocacy of utilizing the writing process as an effective method to improve ESL Saudi Arabian students’ writing ability. They were successful in employing the writing process approach regardless of their students’ English language proficiency level, using numerous writing strategies including collaborative writing activities, games, varying speed and voice tone, interest in students’ cultures and languages, and social interaction with the students.
The data analysis of the study’s student focus revealed that students writing was not a one step process, yet an ongoing cycle in which they prewrite, plan, draft, pause, read, revise, edit, and publish. Students demonstrated different attitudes and behaviors toward writing throughout this study. Four of the students valued their second language (L2); one, however, found English difficult and confusing. Some of the students’ writing sample scores, determined by the Six Traits Writing Rubric, differed by the end of the study while others’ remained the same. This study provided rich data to better understand the importance of teachers utilizing effective writing process techniques and the impact of the writing process approach on Saudi Arabian students learning to write in English in an American school setting.
School:Kansas State University
School Location:USA - Kansas
Source Type:Master's Thesis
Keywords:writing process approach in second language arab elementary students english as a esl teachers education bilingual and multicultural 0282 0524 rhetoric composition 0681
Date of Publication:01/01/2008