Course paper

RESEARCHERS CONDUCTED IN EFFECTIVE METHODS OF TEACHING WRITING.

There are a lot of studies that talk about the best approach for teachers of second languages, especially in ESL classrooms. According to Nordin's 2017 study on tertiary students, there is no one method that works best for teaching writing skills to ESL students; rather, the process and genre approaches work well together.

Watson (1982) reported in another study that the product-based or model-based approach is frequently used in the ESL classroom. However, he is of the opinion that a product-based approach on its own does not aid students in writing; rather, he believes that a process-based approach and a product-based approach should be combined in order to produce competent writers.
According to a study that was carried out by Hassan and Akhand (2010), the tertiary students who combined the product and process approach to learning performed better in writing. This study examined the effect of the approach on the quality of learners. Their ability to write was improved through the blending method. The majority of the studies look at the product-based approach and the process-based approach, which are the two most common methods for teaching writing. However, there are other relevant approaches that help ESL students improve their writing skills, such as genre-based, combination genre process, and product process approaches. As a result, little is known about the results of blended writing instruction.
Strategy
The strategy took on direct the efficient survey depends on five stages proposed by Khan et
al. (2003, p.118)."Framing questions for a review," they say, "identifying relevant studies," "assessing the quality of studies," "summarizing the evidence," and "interpreting the findings" are the five steps. The process begins with the formulation of the review's research questions. As a result, issues ought to be clearly and carefully identified. To avoid ambiguity, the questions should be well-structured .A good research procedure will result from good research questions. Other changes, such as the population and research designs, are identified after the questions are identified. ESL students from all levels, from primary to tertiary, are selected in this instance. The next step is to find relevant studies, for which we searched for studies that were related to the goals we set. I decided to download and thoroughly read the online materials from well-known databases like JSTOR, Google Scholar, Science Direct, Springer e-Journals, and Educational Resources Information Centre, also known as ERIC, SAGE, Scientific Research Publishing, and Scopus before analyzing them. Based on the established goals, Boolean Operators were utilized to connect and define the relationship between the search terms. The third step is to evaluate the studies' quality after a step-by-step review .I have double-checked that the research questions and objectives are pertinent to one another, the chosen journals, and the articles. The fourth step involves compiling a summary of the evidence that was collected, tabulating it using a statistical method to interpret the data, and supporting it with graphics to make it easier to understand. The study was concluded with a recommendation summary.
Summary of previous research on the use of writing strategies in the ESL context. Five distinct approaches were used to highlight 18 previous research studies. There view are from various degree of ESL study halls, tertiary to grade school level. The genre-based approach was used in four studies. Utilizing this strategy significantly improved, as their studies revealed .Purnawarman, Susilawati, and Sundayana (2015) used Edmodo writing instructions in a blended learning environment at a senior high school and discovered that the Note menu makes it easier for students to engage cognitively in the teaching. Meanwhile, Karimah, Setyona, and Sukmaantara (2017) conducted a study on eighth-grade students and used a genre-based approach to teach writing. They found that when the framework of Uses and Gratification Theory (UGT) was used with Edmodo, students responded differently. Students also demonstrated independence by writing a personal recount text using Edmodo.
In another case study, Wei (2016) looked at 19 first-year Bachelor of Teaching (TESL) students whose ability to demonstrate all of a literary criticism's rhetorical and linguistic conventions improved as a result of using genre-based writing instruction to learn those conventions. Ahn (2012) on the elementary school students he studied. The active scaffolding processes of teachers at the early stage of the cycle benefited students by making them aware of the various ways in which texts are organized for various purposes of communication. This was done in order to develop the writing ability of Year 5 and 6 L2 elementary students through scaffolding.
In addition, the participants' level of self-confidence has increased as a result of this strategy. Five more studies were looked at that used process-based approach writing. In his case study on 18 college students in Using Weblogs as a Teaching Tool for Writing (2006), Jones (2006) demonstrated that blogging is an effective writing tool. In addition, the students were aware of the writing's purpose and the process-based approach helped. Students were also motivated to write, according to the finding .Faraj (2015) used a process-based approach to writing research on thirty second-year college students and used experimental research to scaffold the writing process. Her post-results showed an improvement over the control group result. In the meantime, Alshahrani and Windeatt (2019) conducted an experimental study on the use of an e-portfolio structure to improve ESL students' academic writing efficiency.
The findings demonstrated that e-portfolio software makes writing easier. Additionally, frequent written feedback from teachers and peers encourages students to write. In addition, significant improvements in ESL students' reading and teaching abilities were discovered.
In another study by Sapkota (2012), ten college students were used to improve their process writing skills with peer and teacher feedback. After four weeks, students' abilities to use grammar units and writing mechanics improved. Students' writing processes were found to be improved by using peer correction in conjunction with teacher correction. Pratama (2015) conducted the fifth study on seventh-grade students. A subjective approach was utilized in utilizing Brain planning procedure to further develop composing abilities. The results demonstrated that mind mapping and writing skills improved independently or classically.
There were four studies that used the process genre approach in the research.
Barrot (2016) used a self-report method on Influence of the Facebook e-portfolio on the writing methods of ESL students in the first year of the university using the process genre approach to report his findings in his study of 171 students. He found that students saw Facebook as a feasible instrument for evaluating the e-portfolio. Meanwhile, Belmekki and Sekkal (2018) conducted a study on 28 management students and found that incorporating process genre-based instruction with formative feedback had a significant impact on the students' writing achievement in four areas: in two months, organization, vocabulary, grammar, and mechanics. In their study of using "reading-to-writing" tasks (peer feedback and revisions) with PhD candidates, Xu and Li (2018) found that teaching scholarly writing skills explicitly through a process-genre improves in eight weeks with 48 hours of interaction.
In addition, the outcome is observed to support skills learning within an EFL framework in China while also transforming EFL students into a diverse range of scholarly writing strategies.Handayani and Siregar (2013) found that 37 senior high school students taught writing using the Process Genre Approach improved their writing skills. In addition, it improved students' motivation to learn writing and developed their skill to express their ideas more effectively to support the purpose of the writing task. It also developed students' ability to express their thoughts more effectively to support the purpose of the writing task.
The process product approach is another popular writing strategy utilized in ESL writing.
Mehr (2016), in his exploration towards 60 Iranian students utilized a semi exploratory examination to gauge the viability of cycle - item approach directions situated in EFL homeroom found that Cycle approach that massively affects the composing execution of the understudies.
Pasand and Haghi (2013) found that process-product Writing has a positive impact on certain aspects of their writing precision, including punctuation, capitalization, spelling, subject-verb agreement, tension, the use of connectors, the use of right pronouns and possessives, and the use of model text, in another study on scaffolding ESL writing through model essays.
Yomana Christina JothiShamini and Melor (2019) reported that 55 Secondary Four students used process product to use Hi-five Fingers and Snack Bars via social media (Powtoon and Facebook) in their writing within three months. Students' writing achievement improved after using Hi-five Fingers and Snack Bars via social media.Gutiérrez, Puello, and Galvis (2015) conducted an experiment with 20 ninth-grade students and found that the experimental group that used a process-based approach performed better when using pictures series to improve narrative writing.
The product-based approach is not very common, and only one study covering the years 2000 to 2019 was conducted on 30 Diploma in business studies students by Noor Hanim (2017).The study is about using a product-based approach to write a business letter for Jigsaw. As a cooperative learning strategy, the jigsaw writing lets students write short sentences together. The interaction, according to the researcher, helped students improve their content skills and communicative strategies. Participants enjoyed the jigsaw puzzle and found that cooperative learning saved time.
Additionally, the jigsaw writing activities gave them a chance to discuss concepts.

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