Abstract
Background: In most primary schools in Hong Kong, a product-oriented approach is used in teaching writing. The process approach to writing has been seen as an improvement over the traditional methods of writing instruction in recent years. However, the effectiveness of using the process approach to teach writing is still inconclusive. It is necessary to confirm its effectiveness through further research studies.
Aims: This study investigates how effective process writing is in helping about 200 students in the upper primary school level and the lower primary school level improve their writing skills and their attitude towards writing.
Sample and method: Six primary school teachers. 3 in the lower primary school level and 3 in the upper primary school level, each implemented an innovative two-month process writing programme in her school. The effectiveness of the programme was investigated through post-interviews and the comparison of a pre- and post-questionnaire, a pre-test and a post-test, and pre- and post-observations of the strategies used by the students in doing their pre-tests and post-tests.
Results: It is found that the programme brought about positive results across all classes and in both the upper and lower level in general though the results in each classroom slightly differed.
Conclusions/Recommendations: The process approach seems to be an effective approach even at as low a level as P.3 in the primary school. Process writing seems to be a feasible solution to heightening the writing abilities and confidence of students, especially those who have higher English proficiency and those at the upper primary level.
| Keywords: | process approach; product oriented approach; writing |
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