The Application Of Process Writing Approach In EFL High School Writing Course

English writing is a skill hard to master for most students. Although many Englishwriting teachers strive to enhance the writing ability of their students, their students donot get high grades in the university entrance exams. This suggests that most studentsencounter difficulties in learning English writing.The purpose of this study was to examine how the process writing approach worksin an EFL writing course in a High school. Specifically, the students’ writingperformance before and after the implementation of process writing approach wascompared. The change of students’ attitude toward English writing after theimplementation of process writing approach was investigated. Additionally, thestudents’ responses to the implementation of process writing approach and processwriting activities were explored.The participants in this study included28English major sophomores at a selectedHigh school in China. In this one-year-long study, the students received a processwriting course, which was designed according to the steps of the writing process as tolearn and practice prewriting, drafting, revising, editing, and publishing. In dataanalysis, the students’ scores on their compositions and their responses inquestionnaires, classroom observation, and interview were analyzed quantitatively andqualitatively. The findings of the present study were summarizing: In conclusion, theprocess writing approach not only enhanced the sampling subjects’ writingperformance but also lowered their writing anxiety. Thus, it was suggested that theHigh school writing teachers could integrate the process writing approach in theirwriting courses. Small group discussion could be implemented to help the studentsgenerate ideas to write about and stimulate their thinking. However, the loading ofhomework should be taken into consideration; some interesting activities should bedesigned while teaching the writing course.