Course paper

WHAT ARE THE MOST EFFECTIVE METHODS OF TEACHING WRITING?

In ESL classes, writing has always been regarded as a crucial skill. Students are expected to have enough time in this area to improve their writing skills. Certainly, this is a crucial component of learning English as a second language. Planning, writing a first draft, editing, and presenting are all parts of the writing process. Writing is a series of distinct and recursive processes. In many ESL classes, students learn general English, which makes them feel at ease in the classroom and enables them to communicate effectively with their new classmates. They also learn the English language and other skills that will help them succeed in other classes like history and math. all of which are in English. This is typical of the majority of ESL programs.*Despite the fact that their comprehension of English-speaking culture may be limited by their language skills, students receive extensive daily exposure to it.
English is frequently taught in a traditional manner in many EFL classes*;for example in view of bit by bit learning of various linguistic designs in an evaluated request of difficulty.*The learner must be able to use the language fluently and accurately using the methods and techniques chosen because he or she cannot practice English outside of class and must master the language in class. The language ought to be exposed to its fullest extent using these strategies. Traditional methods are frequently used to teach English; i.e., it is based on learning several grammatical structures in a graded order of difficulty, step by step.
Many students avoid writing in English because they believe it is either boring or difficult. Simultaneously, it very well may be enticing for the educator to handle the ability by setting basic sytheses with little construction or reason. Writing, on the other hand, is not only a necessary language skill for students hoping to use English in their studies or work, but it is also a great way to raise one's overall level, and it doesn't have to be boring. Seven suggestions for teaching writing in the EFL classroom are discussed.
Writing instruction in the EFL classroom:
1. Be aware of the text's purpose and the reader it is intended for. The purpose of the text and the reader it is intended for are perhaps the two most significant considerations when teaching writing—as well as when writing one's own work—as they will determine the language used and the structure of the text itself. A very different approach is required when writing an informal email to a friend to inform them of your news than when writing a report for your boss about the progress of a project you are managing. In a similar vein, it would be odd to give sections of a complaint letter titles like "My Shock on Discovering the Item Didn't Work," "How This Has Inconvenienced Me," and "Here's What I Want You to Do About It! "like opening a love letter with "To whom it may concern..." Always remind your students of the goal of the text: to entertain inform persuade complain submit a request Do you want a job dispute an opinion and to whom are they writing, a friend their chief The teacher, you the readership of an expert magazine Consider the style, register, and organization that they would employ in their own language. Even though the exact conventions might not be the same as those in English, it will help people understand how important it is to distinguish their language from English.
2. Study models after using model texts as examples. Give your students some examples to work with if they are going to write a formal letter. Have them read a few short stories first if they are going to write one (graded readers are great for this, and they are available for even the lowest levels).Preparing some of your own examples that use the wrong registers and organization, such as the titled complaint letter or the overly formal love letter in my examples above, can make things more fun. After that, students can work in pairs to rewrite your examples in a way that is more appropriate before starting on their own.
Candidates must be able to write in a variety of genres for many exams, like the FCE and CAE, and preparation course books frequently include sample answers that you can use in class.
3, Plan and brainstorm Next, students should always ensure that they plan and brainstorm before beginning to write. A list of the words or phrases they want to use in the text can be all that is needed for the brainstorming. Additionally, it might include grammatical structures that they believe will be helpful; Comparatives and superlatives are common in essays, while first conditionals (such as "If you do not reimburse me, I will...") are common in complaints letters and a variety of narrative tenses are common in stories.
Even a basic outline of the text's structure can help students write better and, most importantly, save time on exams (two minutes spent planning what to write can easily save twenty minutes spent on something you decide to cross out later before starting over). The plan doesn't have to be very detailed.
4. Work with a partner or a peer When writing, planning and brainstorming can be done in pairs. This not only brings together the resources of the students, but it also boosts confidence (it also makes this part of the process into an activity for communicative speaking).In a similar vein, students can read and comment on one another's initial drafts. Your encouragement and organization may be required for this. You may, for instance, request that understudies choose three things they enjoyed about their accomplice's text, be it things of jargon, depictions, assortment of tenses, alongside three things they feel could be gotten to the next level.
However, the most important thing is for them to respond to the text as though they were the intended audience. Did they find a story entertaining if they read it Would they approve a candidate's application for employment Do they concur with the opinions in an essay that they have read When marking any piece of student writing, this ought to be the very first thing that you comment on. Don't just red-pen it; mark it for content and language accuracy!
5. Have students write a draft or two and a final version. It makes no sense to correct a piece of writing if students don't then incorporate your corrections and suggestions—as well as those of their partners—into a final version. Always require students to draft and finalize their work blog that teaches writing Maintain a blog or wiki Keeping a blog or wiki is a great way to get your students writing for real (with young learners, always get permission from the school and parents).There are some concepts here.
6.Continue to read.
Writing proficiency is essential for almost all occupations that require documentation, particularly in this day and age. Good writing skills are essential for entering any modern workplace. Zhu (2004) says that the business world is seen as the corporate world's customers and requires and expects potential employers to have strong writing skills. As a result, having strong writing skills is essential if you want to be hired and exposed to more job opportunities. To put it another way, employees with strong writing skills are regarded as "hot commodities." On top of that, it is one of the most important skills that can be learned in tertiary education. In tertiary education, academic writing is more than just words; it is also meaningful communication. Zhu (2004) added that academic writing necessitates basic or general writing skills because it requires an understanding of distinct ideas' processes and interactions. Other than that, composing advances imagination, creative mind, and understanding. Writing is a thinking process that involves the brain. Writers need to imagine and be creative in order to put their thoughts into words. Because writing is an essential skill for communication in this globalized world, it is required to be taught in primary schools (Hyland, 2015).Malaysia is one of many nations where English is taught as a second language in schools due to its significance. English is taught to students in Malaysia at every educational level, from preschool to varsity. Learners of a second language are referred to as ESL learners or second language learners. There are different techniques and procedures used to suit the ESL students to dominate the composing abilities.
Writing is difficult due to the fact that it "stimulates thinking, compels students to concentrate and organize their ideas, and cultivates their ability to summarize, analyze, and criticize" (Maghsoudi and Haririan, 2013, p. 60).According to previous research, the greatest obstacle for ESL students to complete assigned writing tasks is their lack of English language proficiency. As a result, writing requires students to have good sentence structure, vocabulary, and grammar. In addition, students struggle to write in English because writing requires a variety of cognitive and linguistic strategies that they are unfamiliar with. Students with some English linguistic competence face a significant challenge when it comes to coming up with and organizing their ideas. Because they don't know how to come up with and organize ideas, they have trouble writing well and presenting their writing well. Students' "lack of certain skill such as proper use of grammar, conventions, punctuation, capitalization, and spelling" is another common writing issue among ESL students (Ghabool et al.).2012, p.130;(2018), Ramasamy and Abdul Aziz, p. 2266).Furthermore, "all ESL students face more complicated problems, which may be either cultural or linguistic ones," as stated by Normazidah, Lie, and Hazita (2012, p. 41).
As a result, students lose interest in writing and become gradually less motivated to write. On the other hand, according to some studies (MdYunus and Chan, 2016), another factor that contributes to the production of incompetent writers among ESL students is the absence of teachers' pedagogical writing knowledge and the failure to select the appropriate teaching strategy. ESL teachers find it difficult to teach and learn writing for these reasons.
Definitions of Teaching Methods Students in English as a Second Language (ESL) classrooms come from a variety of backgrounds and proficiency levels due to a variety of factors, one of which is exposure to the target language. It could be different depending on where they live—urban or rural, family history, or whether, in some cases, students already speak their mother tongue and first language before learning a third. To engage students and ensure successful learning, ESL teachers must meticulously plan each lesson thoroughly and methodically. Therefore, approaches that are tailored to the requirements of the students are just as important as methods and techniques. According to Lavelle and Zuercher (2001, p.375), "approach as a set of correlative assumptions dealing with the nature of language teaching and learning which is the subject matter need to be taught" (Richard and Rodgers 1986, p.204), approaches represents and interaction between the learner and the situation of learning with strategies serving as a negotiation link leading to as task outcome. At the end of the day, it is a bunch of belief systems, standards or considerations about the idea of realizing which is decoded in the study hall setting.
Definition of Writing Approaches Teaching writing requires a variety of strategies and approaches. “describe the relationship between the beliefs that writers have about writing and the patterns of writing strategies that they employ,” according to writing approach808 (Lavelle and Bushrow, 2007).As a result, the idea of an approach reflects a comprehensive perspective on the connection between authors' writing beliefs and their methods, which in turn affect writing results. In a nutshell, writing approaches are the concepts, guidelines, and morals that are associated with the writing process and are utilized in classrooms, particularly when teaching writing.
Importance of Writing Approaches Every writing lesson must incorporate writing approaches. For a number of reasons, ESL teachers should decide which method should be used in a particular lesson. In order to achieve success in a writing classroom, it is essential to determine the appropriate approach. Taking a less-than-ideal approach will only make the lessons more difficult for ESL students and disappoint teachers after so much planning and preparation. In other words, it will discourage both students and teachers. Next, depending on the teacher's goal, it's important to use the right approach in the classroom. For instance, beginners who have very little writing experience should learn about the product-based approach because they need examples or models to get started. The writing classroom will move in multiple directions without an approach, making it impossible to achieve the lesson's goal. Therefore, writing strategies are essential for accomplishing the writing's objectives (Scott, 1996).In addition, implying a variety of approaches enables students to be exposed to a variety of approaches.
Students will have the opportunity to identify and employ the appropriate approach in future writing based on their writing purpose thanks to this. Students who are familiar with the methods produce high-quality writing.
Writing instruction in English as a Second Language (ESL) classrooms differs from writing instruction for second language learners. Numerous theories and strategies to meet the writing needs of ESL students had been developed through research. In order to help learners of a second language become proficient writers, these writing strategies have undergone numerous modifications over time.2006, Fujida).Practitioners have identified the product, process, genre approach, and process genre approach as approaches for ESL learners. Md. Mohd Moniruzzaman and KamrulHasan (2014)
Product-Based Approaches A writing process that focuses on the finished product is referred to as a product-based approach. Students frequently produce a model text by imitating it. To put it another way, students imitate a teacher-provided example of a composition. For instance, in the writing classroom, teachers provide students with examples or model compositions, and students produce similar compositions based on the models. According to Steel (2004), there are four steps that must be followed in order to implement this strategy in the ESL writing classroom: 1) Students must read the model composition and note the distinctive characteristics of a composition, such as the organization of ideas, the use of language, and writing mechanics.2) Students exercise the elements outlined in the model text through controlled practices. 3) Students attempt to imitate the model essay by organizing a collection of pre-set thoughts to match the model.4) Students complete the task by composing the anticipated composition using their skills, sentence structures, and vocabulary levels. Students begin to learn how to use particular pattern-product methods in the systematic writing of compositions, particularly narrative, descriptive, and persuasive essays, which are some of the advantages of this approach. In addition, students improve their grammatical awareness and learn to correct vocabulary and a variety of sentence structures for these types of texts (Tangpermpoon, 2008).The product-based approach became less popular because it focused only on grammar structure and syntax rather than the writing process itself. Process-Based Approach On the other hand, a process-based approach places a strong emphasis on the process of producing the final product, which motivates students instead of focusing on their creativity. The writing process is comprised of four steps: preparing, writing, editing, and revising One of the most important steps in the process-based approach, according to Kroll (2001, p. 221), is "explaining drafting and receiving feedback on their drafts, whether from peers or the teacher, followed by revision of their evolving texts. "Writers can move back and forth to improve their writing with this strategy. When the writers write their own compositions, creativity is also encouraged .Because of the recursive nature of the process, it is regarded as a dynamic approach. The advantages of the process approach make it popular. As scaffolding occurs, students can improve their writing skills in the classroom.
Process Class based Approach
Subsequently, process classification based approach is a mix of the multitude of three above, it centers on the most common way of composing, considering information on friendly setting and motivations behind text in class composing and notices elements of texts as in item based approach. (2018 Rhalmi).
Process writing is currently given a lot of attention in ESL classrooms. Utilizing the four steps, it assists students in writing various types of writing. Teachers use a variety of strategies in addition to these to ensure that the teaching and learning of writing in the classroom of a second language is fruitful. "Include modeling, shared writing, guided writing, and interactive writing" are some of the well-liked methods. Lan and co.2011, p.148).One advantage of this strategy is that it is better suited to secondary school students. Its limitations are that it requires meticulous and laborious planning as well as a significant amount of planning and teaching time.
The process product approach is a combination of the product approach and the process approach. Utilizing this approach is to foster understudies composing abilities by dominating item approach preceding interaction approach. At this point, students must master the mechanics of writing and become familiar with sample texts or sample essays before moving on to process writing, which is developing writing by using all process writing stages—prewriting, drafting, revising, editing, and publishing—to create a self-generated story. (Carta 1987).

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