Open AccessMeasuring the Impacts of Using the Process Approach to Teach Second-Year English Major Students Essay Writing
Author(s) -
Moussa Tankari,
Ayodele Adebayo Allagbé,
Abdou Maiguéro
Publication year - 2021
Publication title -
language, education and culture research
Language(s) - English
Resource type - Journals
eISSN - 2766-3310
pISSN - 2766-3302
DOI - 10.22158/lecr.v1n2p32
Subject(s) - class (philosophy) , mathematics education , test (biology) , psychology , process (computing) , writing process , variance (accounting) , repeated measures design , journal writing , pedagogy , teaching method , computer science , mathematics , paleontology , statistics , accounting , artificial intelligence , business , biology , operating system
This paper aimed at measuring the impacts of using the process approach to teach second-year English major students at the English Department of Université de Zinder (henceforth, UZ) essay writing. Drawing on the pre-test-post-test repeated measures design, this study examined the written essays produced by the EFL students before and after the writing class. These pre and post tests were scored based on a criterial fair copy, and the scores were compared by means of an Analysis of Variance (ANOVA) to check whether there were any statistically significant differences between the mean scores. The findings revealed that the process approach had a positive impact on the participants’ essay writing skills. Also, employing Classroom Observation, the article attempted to qualitatively measure student engagement in the writing class. The findings further exuded that the EFL students observed were cognitively involved in the learning activities conducted in the class. Based on the foregoing findings, this study recommends that the process approach to (the teaching of) writing be adopted and used to teach writing in EFL classes across/in Niger.