Abstract:
This paper examined the role of implementing a process-oriented approach in light of integrating
writing aspects as writing remediation among tertiary students. The main objective of this study
was to examine the tasks performed as a writing remediation to transform students' writing
experiences and abilities. A pragmatic paradigm, a practical action research model, and a
census sampling technique guided the study. Tests, reflective journals, semi-structured
interviews, and questionnaires were used to collect data. The data collected via test were
analyzed using a dependent paired sample t-test and Wilcoxon sign test. The data collected via
a questionnaire were analyzed through descriptive statistics. Qualitative data were analyzed via
inductive lead thematic interpretations. After such procedures, a process-oriented writing
approach was implemented by integrating writing aspects for 16 weeks. The baseline findings of
contexts revealed that students' writing ability and experiences were below the standards
designated in rubrics. Furthermore, students recklessly perceived and integrated writing aspects
into their writing endeavors. Accordingly, I found that inadequate awareness and fewer trends
of prior predispositions of integrating writing aspects were identified as the core defy. Also, after
action interventions, students' perceptions and practices towards process-oriented writing
significantly improve. Hence, the task of integrating writing aspects in the process of writing
remarkably improved students' writing abilities and experiences compared to pre-existing
writing experiences and abilities. For example, students' writing ability in organizing texts on
the pre-test was (M = 12.38, SD = 2.01), t (32) =-6.36, and this was significantly improved on
the post-test (M =18.74, S.D. =.82), t (32) = .89, two-tailed, p< 0.05. Likewise, the mean of
students' writing ability for the remaining aspects of writing was also increased, and p<0.05 for
each aspect. Moreover, trends of analytic revisions in the stages of process-oriented writing
significantly improved students' writing ability. This improvement took place after interventions
on students’ perceptions through classroom conferencing. Finally, I concluded that integrating
global and atomistic writing aspects in process-oriented writing classrooms significantly
changed students' writing abilities and experiences. Also, it encouraged integrating writing
aspects through reflective, reiterative, and cyclical engagements. Moreover, this improved
students' writing process and success. This implies that scaffolding students' writing endeavors
in light of integrating writing aspects inspires students' thinking processes and allows them to
assimilate texts' linguistic, cognitive, and social components. Thus, integrating writing aspects
in the writing process must be part of instructing writing skills at the tertiary level.