Process writing in a product-oriented context: challenges and possibilities

Abstract

This case study analyzed to what extent localized process writing pedagogy is applicable and effective in an EFL context and how students respond and react to it. A class of 16 intermediate-level teenage students in an ELT Institute in Brazil was selected. A carefully planned project on process-based writing was followed, and students' performance in and reactions to each stage of the process were analyzed. Concurrently, the study also investigated the teaching of writing in students' native language - Portuguese - in their regular schools. It could be concluded that the teaching of writing in the regular schools focuses more on the process than on the product and that a pedagogical approach focused on the process in the EFL classroom can serve to fill in the gaps left by the students' experiences with writing in L1.

Keywords

• ensino da escrita como um processo
• ensino da escrita em língua materna
• ensino de inglês como língua estrangeira
• revisão por pares