Implementation of the Process Approach for Enhancement of Writing Skills in English as a Second Language among Elementary School Students

Abstract

The process approach is a systematic procedure of learning writing in English as a second language. The study used a pre-experimental research type based on the one-group pretest-posttest design. The current study sample consisted of 129 students of 8th grade selected through convenience sampling technique. The content validity of the Academic Writing Motivation Questionnaire (AWMQ) was confirmed by five English language educational experts. The reliability of the (AWMQ) was ensured by applying Cronbach Alpha’s score; .750. The collected data were analyzed employing mean, median, standard deviation, and One-Sample T-test to reveal significant differences between pre-test and post-test interventions. The overall results of the study reported no significant difference between pre-test and post-test opinions of writing skills; furthermore, the mean value difference is positive. Based on the results of the study, it was recommended that the government may provide resources facilitates to teachers and students in developing writing skills.  Policymakers may focus on providing human and material resources for effective English language writing skills. The curriculum developers included content and learning strategies for second language writing learning skills. Teacher training institutions may focus on developing modules and training teachers on contemporary English writing skills. Head teachers may bind teachers to implement a writing process approach in English as a second language to enhance writing skills among elementary school students. Additional writing classes may arrange to improve the writing skills of students.