A Blending Of Product&Process-oriented Approaches To English Writing Instruction:an Action Research

The product-oriented approach to writing and the process-oriented approach to writing are two commonly-used approaches to writing instruction in EFL teaching context. But these two approaches both have advantages and limitations when applied to actual teaching contexts. The present thesis aims to explore whether a new approach that rationally blends the product-oriented approach to writing instruction with the process-oriented approach to writing instruction is effective for a class of sophomore English majors.In this action research, priority is given to qualitative study as the major method to collect information by means of teaching log, teacher-student interview and students’ composition analysis. At the same time, in order to ensure the objectivity of the final results of the action research, quantitative study of two questionnaires (pre-questionnaire and post-questionnaire) is also conducted.This action research takes nine weeks and consists of three cycles, during each of which the author, as both a teacher and researcher, makes (modifies) a plan, implements, observes and reflects the plan, making the research a reflective and on-going process.From the first cycle, after implementing the initial plan, most of the students master the organizational structure of an argumentative essay, but the problem exposed in their writing is that the content is empty. Therefore, an investigation is carried out, followed by an immediate modification of the action research plan. After the second cycle, reasoning of their second compositions is better compared with the first ones. However, another problem emerges which is small vocabulary and unvaried transitions. Again, problem investigation and plan modification are conducted. After the third cycle, language of their third essays is more satisfactory than the previous ones.When the action research ends, it is found that the new approach has a positive effect on students’English writing competence, proved by the progress in their compositions. In addition, through teaching logs, interviews and questionnaires, students have strengthened confidence and reduced anxiety in English writing, and increased interest in English writing class.More significantly, the author, as a pre-service teacher, has obtained professional development in writing instruction throughout the action research. Firstly, writing, as a language output, is effective after sufficient input, so teachers should encourage students to do more reading and critical thinking in their spare time. Secondly, the process-oriented approach to writing instruction advocates that writing is a communicative and interactive process in which stages of pre-writing and revising demonstrate the positive effect cooperative learning has on the writing instruction. Thirdly, it takes a long time and much effort to improve one’s writing competence in learning English, which makes it important that teachers create a favorable writing environment for students.Meanwhile, there are implications in teacher education. Action research highlights that teachers are researchers on their own classrooms. It makes a point that teachers should constantly reflect their own teaching behavior, process and effect as well as students’ learning condition and effect in order to pursue further improvement. It also encourages teachers to write action research report to share their own teaching experience and reflections with others. The very awareness of research, reflection and sharing plays a profound and lasting role in professional development of both in-service and pre-service teachers.