Empowering Adult EFL Learners: A Self-Directed, Process-Oriented Writing Program
DOI:
https://doi.org/10.17507/jltr.1601.21Keywords:
self-directed learning (SDL), process-oriented writing, writing proficiency, adult EFL learners, autonomous learningAbstract
This quasi-experimental study aimed to empower adult learners of English as a foreign language (EFL) by designing a self-directed, process-oriented writing program to enhance their writing proficiency and address the challenges they face in improving their writing skills outside formal classroom settings. A total of 50 Saudi individuals participated in this 12-week program, which integrated self-directed learning (SDL) principles with the process writing approach. The participants engaged in various writing tasks, reflective activities, and peer feedback sessions. The instruments used for data collection included pre- and post-program writing assessments, weekly writing tasks, and reflective journals. The findings revealed significant improvements in the participants’ writing skills across all of the assessed criteria, with the strongest gains in coherence, content and ideas, and cohesion. Additionally, the analysis of the demographic factors indicated that the participants’ educational attainment significantly influenced their writing skills improvement. The participants’ reflections highlighted several features of the program, such as its structured approach, focus on building self-awareness, opportunities for independent learning, and peer feedback, as key factors in their progress. The study concludes with recommendations for future self-directed writing programs and suggests avenues for further research.
References
Aghayani, B., & Janfeshan, K. (2020). The effect of self-directed learning on EFL learners’ writing performance. International Journal of Research in English Education, 5(3), 78–89. Retrieved February 4, 2023, from http://ijreeonline.com/article-1-366-en.html
Badger, R., & White, G. (2000). A process genre approach to teaching writing. ELT journal, 54(2), 153–160. https://doi.org/10.1093/elt/54.2.153
Brookfield, S. D. (1985). Self-directed learning: From theory to practice. New directions for adult and continuing education. Jossey-Bass.
Candy, P. C. (1991). Self-direction for lifelong learning: A comprehensive guide to theory and practice. Jossey-Bass.
Cate, T., & Dynan, L. (2010). Structured writing assignments as pedagogy: Teaching content, enhancing skills. Journal of Applied Economics & Policy, 29(1), 47–60. Retrieved January 16, 2023, from https://kentuckyeconomicassociation.org/journalofappliedeconomicsandpolicy/wp-content/uploads/2021/01/JAEP-Spring-2010-Publication-29-1.pdf
Chaika, O. (2023). Role of reflective practice in foreign language teaching and learning via multicultural education. International Journal of Social Science and Human Research, 6(2), 1343–1350. https://doi.org/10.47191/ijsshr/v6-i2-74
Coomber, M. (2016). Promoting self-directed revision in EFL writing classes. The Electronic Journal for English as a Second Language, 20(3), 1–19. Retrieved January 7, 2023, from https://eric.ed.gov/?id=EJ1122809
Faraj, A. K. A. (2015). Scaffolding EFL students’ writing through the writing process approach. Journal of Education and Practice, 6(13), 131–141. Retrieved February 9, 2023, from https://eric.ed.gov/?id=EJ1080494
Fernandez, R., Peyton, J. K., & Schaetzel, K. (2017). A survey of writing instruction in adult ESL programs: Are teaching practices meeting adult learner needs? Journal of Research and Practice for Adult Literacy, Secondary, and Basic Education, 6(2), 5–20.
Ferris, D. R., & Hedgcock, J. S. (2023). Teaching L2 composition: Purpose, process, and practice. Routledge.
Fisher, D., & Frey, N. (2021). Better learning through structured teaching: A framework for the gradual release of responsibility. ASCD.
Gao, Y., An, Q., & Schunn, C. D. (2023). The bilateral benefits of providing and receiving peer feedback in academic writing across varying L2 proficiency. Studies in Educational Evaluation, 77, 101252. https://doi.org/10.1016/j.stueduc.2023.101252
Garrison, D. R. (1997). Self-directed learning: Toward a comprehensive model. Adult Education Quarterly, 48(1), 18–33. https://doi.org/10.1177/074171369704800103
Guerra-Carrillo, B., Katovich, K., & Bunge, S. A. (2017). Does higher education hone cognitive functioning and learning efficacy? Findings from a large and diverse sample. PLOS One, 12(8), e0182276. https://doi.org/10.1371/journal.pone.0182276
Hameed, B. A. (2024). Assessing the quality of complexity, accuracy and fluency in expository writing for EFL university students. Journal of Language Studies, 8(1), 397–417. https://doi.org/10.25130/lang.8.1.18
Hassan, A., Kazi, A. S., & Asmara Shafqat, Z. A. (2020). The impact of process writing on the language and attitude of Pakistani English learners. Asian EFL Journal, 27(4.3), 260–277.
Hinkel, E. (2011). What research on second language writing tells us and what it doesn’t. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 523–538). Routledge.
Huang, Y., & Zhang, L. J. (2020). Does a process-genre approach help improve students’ argumentative writing in English as a foreign language? Findings from an intervention study. Reading & Writing Quarterly, 36(4), 339–364. https://doi.org/10.1080/10573569.2019.1649223
Hwang, W.-Y., Van Giap, N., & Chin, C.-C. (2024). Affordances and influences of multiple technologically-stimulated recognitions for EFL descriptive writing in authentic contextual learning. Educational Technology & Society, 27(2), 165–182. Retrieved May 1, 2024, from https://www.jstor.org/stable/48766169
Hyland, K. (2019). Second Language Writing. Cambridge University Press.
Jalaluddin, I. (2019). Process approach in teaching of ESL writing: Teacher’s assistance and its practicality in real classroom. Journal of Research, Policy & Practice of Teachers and Teacher Education, 9(2), 66–78. https://doi.org/10.37134/jrpptte.vol9.no2.6.2019
Jeong, H. (2017). Narrative and expository genre effects on students, raters, and performance criteria. Assessing Writing, 31, 113–125. https://doi.org/10.1016/j.asw.2016.08.006
Jin, X., Jiang, Q., Xiong, W., Feng, Y., & Zhao, W. (2024). Effects of student engagement in peer feedback on writing performance in higher education. Interactive Learning Environments, 32(1), 128–143. https://doi.org/10.1080/10494820.2022.2081209
Johnson, B., & Christensen, L. (2000). Educational research: Quantitative and qualitative approaches. Allyn & Bacon.
Kadmiry, M. (2021). The comparison between the process-oriented approach and the product-oriented approach in teaching writing: The case of Moroccan EFL students in preparatory classes for the grandes ecoles. Arab World English Journal, 12(1), 198–214. https://dx.doi.org/10.24093/awej/vol12no1.14
Karasinski, C. M. (2023). Microstructure and macrostructure measures of written narrative, expository, and persuasive language samples. Communication Disorders Quarterly, 44(3), 152–162. https://doi.org/10.1177/15257401221111334
Knowles, M. S. (1975). Self-directed learning: A guide for learners and teachers. Prentice Hall.
Larsen-Freeman, D. (2000). Techniques and principles in language teaching. Oxford University Press.
Lee, J., & Lee, J. (2024). Development of argumentative writing ability in EFL middle school students. Reading & Writing Quarterly, 40(1), 36–53. https://doi.org/10.1080/10573569.2022.2161438
Listyani. (2018). Promoting academic writing students’ skills through “process writing” strategy. Advances in Language and Literary Studies, 9(4), 173–179. https://doi.org/10.7575/aiac.alls.v.9n.4p.173
Martínez, J., López-Díaz, A., & Pérez, E. (2020). Using process writing in the teaching of English as a foreign language. Online Submission, 4(1), 49–61. Retrieved January 29, 2023, from https://eric.ed.gov/?id=ED603410
Merriam, S. B., & Baumgartner, L. M. (2020). Learning in adulthood: A comprehensive guide. John Wiley & Sons.
Moon, J. A. (2013). A Handbook of reflective and experiential learning: Theory and practice. Routledge.
Pourdana, N., & Asghari, S. (2021). Different dimensions of teacher and peer assessment of EFL learners’ writing: Descriptive and narrative genres in focus. Language Testing in Asia, 11(1), 6. https://doi.org/10.1186/s40468-021-00122-9
Ramadhani, Y. R., Safriyani, R., Siregar, R. K., Tambunan, E. E., & Harputra, Y. (2020). Investigating the influence of self-directed e-learning toward students’ academic writing ability. In International Conference on English Language Teaching (ICONELT 2019) (pp. 143–147). Atlantis Press.
Reinders, H., & Benson, P. (2017). Research agenda: Language learning beyond the classroom. Language Teaching, 50(4), 561–578. https://doi.org/10.1017/S0261444817000192
Tompkins, G. E., & Goss, C. (1987). Write angles: Strategies for teaching composition. The University of Oklahoma.
Weigle, S. C. (2002). Assessing writing. Cambridge University Press.
White, R., & Arndt, V. (1991). Process writing: Longman handbook for language teachers. ASCD.
Xu, Z., Zhang, L. J., & Parr, J. M. (2023). Incorporating peer feedback in writing instruction: Examining its effects on Chinese English-as-a-foreign-language (EFL) learners’ writing performance. International Review of Applied Linguistics in Language Teaching, 61(4), 1337–1364. https://doi.org/10.1515/iral-2021-0078
Zamel, V. (1983). The composing processes of advanced ESL students: Six case studies. TESOL Quarterly, 17(2), 165–188. https://doi.org/10.2307/3586647
Zhang, F., Schunn, C., Chen, S., Li, W., & Li, R. (2023). EFL student engagement with giving peer feedback in academic writing: A longitudinal study. Journal of English for Academic Purposes, 64, 101255. https://doi.org/10.1016/j.jeap.2023.101255
