Developing Contextually Sensitive Free Writing Pedagogy: Transitioning from a Product Approach to a Process Approach

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Akira Iwata, Hokkaido Musashi Women’s Junior College

In an attempt to design a free writing course for less proficient EFL learners, models for process writing were used as a possible solution to the problems identified in a preliminary student needs analysis. The course included prewriting activities, different types of teacher feedback, and two revisions. The concluding questionnaire survey revealed that presenting models before writing can alleviate students’ mental pressure when writing and, with appropriate conditions, can help them save time. The currently proposed method may serve as an EFL writing model.