Journal of Education & Social Policy

ISSN 2375-0782 (Print) 2375-0790 (Online) DOI: 10.30845/jesp

Comparative Analysis of Writing Approaches Practised in Malaysian ESL Classrooms
Sarala Thulasi Palpanadan, Elizabeth M.Anthony, Nurizah Md Ngadiran, Hazila Kadir @Shahar, Ahmad Zainal

There is an enormous literature in the Malaysian schools’ context that reveals writing skills deficiency in English among the students. Hence, this study conducted a comparative analysis of the two popular writing approaches (product approach and process approach) practised widely as writing instructions in the educational settings. A case study was conducted on the selected teachers to study their writing instructions in ESL classrooms. The investigation revealed that language teachers largely practice product writing approach. In addition, the paper also provides some insights that as compared to product writing approach, process writing approach is more effective. Process approach provides students more opportunities for independent writing, creative writing and evaluative writing which lead towards developing higher order thinking skills. Hence, this paper recommends that Malaysian schools should adopt strategies of process writing approach to teach English in ESL classrooms to produce students who can write more competently in future.

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