IMPLEMENTING PROCESS APPROACH FOR IMPROVING STUDENTS’ WRITING SKILLS: THE CASE OF SECOND-YEAR ENGLISH MAJORING STUDENTS AT WACHEMO UNIVERSITY

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.