Utility and Essentiality of the Process Approach to English Writing at Tertiary-level Education in Bangladesh
DOI:
https://doi.org/10.54855/ijte.25537Keywords:
Process approach, L2 writing, thinking, revising, tertiary-level, educationAbstract
This research explores the utility and essentiality of the process approach to teaching and learning English writing at the tertiary level in Bangladesh. A mixed-methods approach was employed. Through a survey questionnaire, quantitative data were collected from 36 teacher candidates pursuing an M.A. in TESOL at four universities in Dhaka. The qualitative data were gathered through interviews with 6 teacher-candidates and 4 teacher-educators. The finding reveals that almost all teacher-candidates (TCs) find the process approach useful and essential for improving writing. The process approach leads the TCs to think deeply and critically as well as revise and edit their texts recursively. The identical perception among teacher-educators (TEs) is that writing should be taught as a process — whereby students should inform themselves and pre-write, write, and rewrite — to advance writing and (meta)cognition. This research presents several recommendations to enhance students’ writing.
References
Abas, I. H., & Aziz, N. H. A. (2016). Clarification of L2 writing process and writing strategies. Proceedings of The ICECRS, 1(1), 367 – 380. https://doi.org/10.21070/picecrs.v1i1.505
Amalia, I., Herlina, & Iskandar, I. (2025). A process approach to teaching writing for enhancing students’ cooperation and communication skills. Forum for Linguistic Studies, 7(1), 544–555. https://doi.org/10.30564/fls.v7i1.7500
Ahmad, S. F., Han, H., Alam, M. M., Rehmat, M.K., Irshad, M., Arraño-Muñoz, M., & Ariza-Montes, A. (2023). Impact of artificial intelligence on human loss in decision making, laziness and safety in education. Humanities and Social Sciences Communications, 10(1), 1 -14. http://dx.doi.org/10.1057/s41599-023-01787-8
Asriati, S., & Maharida, M. (2013). Improving the students’ writing skill by using process writing approach at the second grade students of Smk Grafika Gowa Makassar. Exposure : Jurnal Pendidikan Bahasa Dan Sastra Inggris, 2(2), 224 - 244. https://doi.org/10.26618/ejpbi.v2i2.788
Abed, T. B. (2024). Implementing the process writing approach to teach paragraph writing at Birzeit University. Journal of Language Teaching and Research, 15(1), 24-34. https://doi.org/10.17507/jltr.1501.04
Alsaleh, N. J. (2020). Teaching critical thinking skills: Literature review. Turkish Online Journal of Educational Technology, 19(1), 21 – 39. https://eric.ed.gov/?id=EJ1239945
Alam, F. (2011). The commodification of English. In H. Lahiri (Ed.), Literary transactions in a globalized context: Multi-ethnicity, gender and marketplace (pp.250 -274). Delhi: Worldview.
Albesher, K. B. (2022). Teachers' views on using the writing process approach to improve ESL learners' writing skills. International TESOL & Technology Journal, 17(2), 76 – 95. https://files.eric.ed.gov/fulltext/EJ1376539.pdf
Bhowmik, S. K. (2009). L2 writing pedagogy in EFL contexts: An exploration of salient practices in teaching and learning. The Journal of Asia TEFL, 6(3), 351 – 373. http://journal.asiatefl.org/main/main.php?inx_journals=21&inx_contents=222&main=1&sub=2&submode=3&PageMode=JournalView&s_title=L2_Writing_Pedagogy_in_EFL_Contexts_An_Exploration_of_Salient_Practices_in_Teaching_and_Learning
Brown, H. D. (2001). Teaching by principle: An interactive approach to language pedagogy. NewYork:LongmanInc.https://octovany.files.wordpress.com/2013/12/ok-teaching-by-prin ciples-h-douglas-brown.pdf
Bharati, S. (2017). Implementation of process approaches to improve academic writing skills of secondary level students through a teaching programme in Odisha. IOSR Journal of Humanities and Social Science, 22(7), 18-22. https://www.iosrjournals.org/iosr-jhss/papers/Vol.%2022%20Issue7/Version-8/D2207081822.pdf
Bayat, N. (2014). The effect on the process writing approach on writing success and anxiety. Educational Sciences: Theory & Practice, 14(3), 1133-1141. https://files.eric.ed.gov/fulltext/EJ1034097.pdf
Bilkis, R., Podder, R., Riad, S.S., & Hanif, M.A. (2021). Process approach to teaching English writing skill in secondary schools: A feasibility study with ninth grade students of Quantum Cosmo School in Bandarban. NAEM Journal. http://naem.portal.gov.bd/sites/default/files
Bloushi, B. J. A., & Shuraiaan, A. A. (2024). Product approach and process approach and their significance to teaching writing in TESOL and how they are utilized in ELT classes. International Journal of English Language Teaching, 12(3), 7-22. https://doi.org/10.37745/ijelt.13/vol12n3722
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Çavdar, G., & Doe, S. (2012). Learning through writing: Teaching critical thinking skills in writing assignments. PS: Political Science and Politics, 45(2), 298–306. http://dx.doi.org/10.1017/S1049096511002137
Demirel, E. (2011). Take it step by step: Following a process approach to academic writing to overcome student anxiety. Journal of Academic Writing, 1(1), 214–220. https://doi.org/10.18552/joaw.v1i1.28
Dinh, L. T. T. (2023). Grammatical error analysis of EFL learners’ English writing samples: The case of Vietnamese pre-intermediate students. International Journal of TESOL & Education, 3(4), 1-14. https://doi.org/10.54855/ijte.23341
Duong, T. T. (2024). AI's impact on academic writing and mitigating challenges in the Digital Era. International Academic Journal of Education and Literature, 5(2), 1-7. https://iarconsortium.org/iarjel/29/561/int-aca-jr-edu-lte-volume-5-issue-2-pages1-7-ra/
Elbow, P. (1973). Writing without Teachers. New York: Oxford University Press. https://talkcurriculum.files.wordpress.com/2014/09/elbow-p-1973-writing-without-teachers- pp-12e28093751.pdf
Elbow, P. (1983). Teaching thinking by teaching writing. Change: The Magazine of Higher Learning, 15(6), 37-40. https://doi.org/10.1080/00091383.1983.10570005
Flower, L. S., & Hayes, J. R. (1977). Problem-solving strategies and the writing process. College English, 39(4), 449-461. https://doi.org/10.2307/375768
Firoozjahantigh, M., Alamdari, E. F., & Marzban, A. (2021). Investigating the effect of process-based instruction of writing on the IELTS writing task two performance of Iranian EFL learners: Focusing on hedging and boosting. Cogent Education, 8(1), 1- 15. https://doi.org/10.1080/2331186X.2021.1881202
Ferris, D. (2010). Teaching students to self-edit. In J. C. Richards, & W. A. Renandya (Eds.), Methodology in Language Teaching: An Anthology of Current Practice (pp. 328 – 324). Oxford University Press. https://doi.org/10.1017/CBO9780511667190.046
Fatimah, N. (2018). Students’ needs for academic writing at the English Education Department. English Language Teaching Educational Journal, 1(3), 161 - 175. https://doi.org/10.12928/eltej.v1i3.744
Harmer, J. (2011). The practice of English language teaching (4th ed.). China: Pearson Education Ltd. https://archive.org/details/the-practice-of-english-language-teachin
Hashemnezhad, H., & Hashemnezhad, N. (2012). A comparative study of product, process, and post-process approaches in Iranian EFL students' writing skill. Journal of Language Teaching and Research, 3(4), 722-729. https://www.academypublication.com/issues/past/jltr/vol03/04/18.pdf
Hasan, M. K., & Akand, M.M. (2011). Approaches to writing in EFL/ESL context: Balancing product and process in writing class at tertiary level. Journal of NELTA, 15(2), 21-32. https://doi.org/10.3126/nelta.v15i1-2.4612
Halpern, D. F., & Dunn, D. S. (2021). Critical thinking: A model of intelligence for solving real-world problems. Journal of Intelligence, 9(2), 22. https://doi.org/10.3390/jintelligence9020022
Hategekimana, J., Ngabonziza, J. D. D. A., & Mugirase, G. (2024). Teachers’ perceptions of implementation of process-oriented methods of writing in selected schools in Nyanza Rural, Rwanda. African Journal of Empirical Research, 5(3), 1213- 1220. https://doi.org/10.51867/ajernet.5.3.103
Hossain, M. K. (2024). Error analysis of English essays of Bangladeshi undergraduate learners. Journal of Applied Linguistics and Language Research, 11(4), 72 – 90. https://www.jallr.com/index.php/JALLR/article/view/1360
Kosmyna, N., Hauptmann, E., Yuan, Y. T., Situ, J., Liao, X.-H., Beresnitzky, A. V., Braunstein, I., & Maes, P. (2025). Your brain on ChatGPT: Accumulation of cognitive debt when using an AI assistant for essay writing task. Unpublished manuscript. Cornell University. https://arxiv.org/abs/2506.08872
Li, M., & Yuan, R. (2022). Enhancing students’ metacognitive development in higher education: A classroom-based inquiry. International Journal of Educational Research, 112, 101947. https://www.sciencedirect.com/science/article/pii/S0883035522000258#sec0018
Li, M. (2025). Teaching, learning, and growing: The construction of a novice L2 writing teacher’s personal practical knowledge. Asian-Pacific Journal of Second and Foreign Language Education, 10, 1 - 27. https://doi.org/10.1186/s40862-024-00308-7
Murray, D. M. (1972). Teach writing as a process not product. Cross-Talk in Comp Theory:TheLeaflet,11-14. https://mwover.com/wp-content/uploads/2018/05/murray-teach-writing-as-a-process-not-product.pdf
Murray, D.M. (1981). Making meaning clear: The logic of revision. The Journal of Basic Writing, 3 (3), 33-40. https://doi.org/10.37514/JBW-J.1981.3.3.04
Mustaque, S. (2021). Teaching writing at tertiary Level: EFL/ESL teachers’ perceptions and practices. CIU Journal, 4(1), 87 – 114. https://www.ciu.edu.bd/attachment-files/ciu-journal/V-4_I-1/7.Shakila%20Mustaque.pdf
Muniruzzaman, S. M., & Afrin, S. (2024). Improving academic writing skill: Difficulties encountered by undergraduates of English studies in Bangladesh. Englisia: Journal of Language, Education, and Humanities, 11(2), 215 – 231. https://www.researchgate.net/deref/https%3A%2F%2Fdoi.org%2F10.22373%2Fej.v11i2.19918?_tp=eyJjb250ZXh0Ijp7ImZpcnN0UGFnZSI6InB1YmxpY2F0aW9uIiwicGFnZSI6InB1YmxpY2F0aW9uIn19
Mushtaq, R., Taseer, N. A., & Ghori, U. K. (2021). Effectiveness of process-oriented approach in the development of English writing skills of undergraduate students. Global Educational Studies Review, 6 (4), 186 – 194. http://dx.doi.org/10.31703/gesr.2021(VI-IV).19
Maninji, S.A. (2021). Appropriacy of process approach in the teaching of composition writing in upper classes in Kenya. International Journal of Multidisciplinary Research, 7(4), 67-75. https://doi.org/10.36713/epra6656
Nguyen, T. T. H. (2022). The effects of reading habits on writing performance: A case study at Van Lang University. International Journal of TESOL & Education, 2(4), 105-133. https://doi.org/10.54855/ijte.22247
Patwary, M. N., & Sajib, M.F.N. (2018). Improving writing skills in English at the tertiary level: The gap between the standard practice and classroom scenario. Crossing: A Journal of English Studies, 9, 151-165. https://deh.ulab.edu.bd/sites/default/files/Patwary_and_Sajib.pdf
Patwary, M.N., Reza, M. M., Akhter, H., & Chowdhury, S. (2023). Exploring academic writing proficiency of tertiary EFL learners of Bangladesh: A pedagogical implication. Integrated Journal for Research in Arts and Humanities, 3(5), 99 – 102. https://doi.org/10.55544/ijrah.3.5.8
Pinker, S. (2014). The sense of style: The thinking person’s guide to writing in the 21st century. New York, NY: Viking. https://redacaocientifica.weebly.com/uploads/6/0/2/2/60226751/the_sense_of_style.pdf
Peungcharoenkun, T., & Waluyo, B. (2023). Implementing process-genre approach, feedback, and technology in L2 writing in higher education. Asian-Pacific Journal of Second and Foreign Language Education, 8(1), 34. https://doi.org/10.1186/s40862-023-00211-7
Raimes, A. (1983). Techniques in teaching writing. Oxford: Oxford University Press. https://archive.org/details/techniquesinteac00annr
Raimes, A. (1985). What unskilled ESL students do as they write: A classroom study of composing. TESOL Quarterly, 19(2), 229–258. https://doi.org/10.2307/3586828
Sowell, J. (2020). The writing process and formative assessment. Crossing: A Journal of English Studies, 9, 272 –286. https://deh.ulab.edu.bd/publications/crossings/crossings-archive/2020-vol-11/sowell
Sangeetha, V. (2020). Inculcating self-editing skills for enhancing writing skills of the EFL students. International Journal of Instruction, 13(1), 509 – 522. https://doi.org/10.29333/iji.2020.13133a
Sun, C., & Fang, G. (2009). Process approach to teaching writing applied in different teaching models. English language Teaching, 2(1),150-151. http://dx.doi.org/10.5539/elt.v2n1p150
Spall, S. (1998). Peer debriefing in qualitative research: Emerging operational models. Qualitative Inquiry, 4(2), 280-292. https://doi.org/10.1177/107780049800400208 (Original work published 1998)
Shamsuzzaman, M., Everatt, J., & McNeill, B. (2014). An investigation of the relationship between teachers’ backgrounds and the teaching of second language writing in Bangladesh. International Journal of Innovation in English Language Teaching and Research, 3(1), 51-72. https://www.proquest.com/docview/1625462723
Shamsuzzaman, M. (2017). English literature and composition studies in Bangladesh: Conflict, co-existence, and globalization. International Journal of Multidisciplinary Perspective in Higher Education, 2 (1), 35-45. https://eric.ed.gov/?id=EJ1227263
Shamsuzzaman, M. (2019). Composition studies in Bangladesh: Retrospection, inspection, and projection. Journal of Global Literacies, Technologies, and Emerging Pedagogies, 5(1),822-837. https://eric.ed.gov/?id=EJ1227263
Shamsuzzaman, M. (2023). Dimension of transnational writing exchange: An exploratory approach. In J. Hall & B. Horner (Eds.), Toward a transnational university WAC/WID across borders of language, nation, and discipline (pp. 229 – 246). The WAC Clearinghouse. https://wac.colostate.edu/docs/books/transnational/shamsuzzaman.pdf
Setiawan, B., Ningrum, W. U. D. A., & Sasongko, D. D. (2021). Linguistic intelligence and critical thinking amongst students of the Inland Water and Ferries Transport Polytechnic of Palembang. KnE Social Sciences, 5(1), 48–60. https://doi.org/10.18502/kss.v5i1.8269
Stanton, J. D., Sebesta, A. J., & Dunlosky, J. (2021). Fostering metacognition to support student learning and performance. CBE Life Sciences Education, 20(2), 1 -7. https://doi.org/10.1187/cbe.20-12-0289
Tangpermpoon, T. (2008). Integrated approaches to improve students writing skills for English major students. ABAC Journal, 28(2),1-9. http://www.assumptionjournal.au.edu/index.php/abacjournal/article/view/539
Tribble, C. (1996). Writing. Oxford: Oxford University Press. https://www.scirp.org/(S(lz5mqp453edsnp55rrgjct55))/reference/ReferencesPapers.aspx?ReferenceID=2623104
Trang, N. T. H., & Oanh, T. T. T. (2021). The English-majored students’ practices of mind maps in writing skills. International Journal of TESOL & Education, 1(3), 301-312. https://i-jte.org/index.php/journal/article/view/121
Uyen, V. L., My, T. N., Hong, L. T. K., & Linh, D. H. (2022). Applying writing feedback orientation and self-regulated learning writing strategies to EFL students at Van Lang University during COVID-19. International Journal of TESOL & Education, 2(5), 64-88. https://doi.org/10.54855/ijte.22255
Vandermeulen, N., Lindgren, E., & Waldmann, C., & Levlin, L. (2024). Getting a grip on the writing process: (Effective) approaches to write argumentative and narrative texts in L1 and L2. Journal of Second Language Writing,65, 101113. http://dx.doi.org/10.1016/j.jslw.2024.101113
Younus, M. A. A. (2024). English writing problems and remedies of Bangladeshi undergraduate learners. Journal of Applied Linguistics and Language Research, 11(4), 2024. 120 – 140. https://www.jallr.com/index.php/JALLR/article/view/1365
Zamel, V. (1983). The composing process of advanced ESL students: Six case studies. TESOL Quarterly, 17(2), 165-87. https://doi.org/10.2307/3586647
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Srejon Datta
This work is licensed under a Creative Commons Attribution 4.0 International License.
The copyright of all articles published in the International Journal of TESOL & Education (ijte) remains with the Authors, i.e. Authors retain full ownership of their article. Permitted third-party reuse of the open access articles is defined by the applicable Creative Commons (CC) end-user license which is accepted by the Authors upon submission of their paper. All articles in the ijte are published under the CC BY-NC 4.0 license, meaning that end users can freely share an article (i.e. copy and redistribute the material in any medium or format) and adapt it (i.e. remix, transform and build upon the material) on the condition that proper attribution is given (i.e. appropriate credit, a link to the applicable license and an indication if any changes were made; all in such a way that does not suggest that the licensor endorses the user or the use) and the material is only used for non-commercial purposes.
Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository, in a journal or publish it in a book), with an acknowledgment of its initial publication in this journal.
