English as a Second Language (ESL) Writing Instructions and the Effects on Primary Students: A Multiple Case Study

Abstract

English as a second language (ESL) writing instruction is a challenging task for teachers.
Writing lessons need to be prepared adequately by deciding on the right approach to be
employed as the instructional methods influence students’ learning greatly. This study
investigates the preferred teaching practices (between the product and process approach) of 10
pre-service teachers’ in teaching writing and the effects on students’ written texts. The data were
collected from observations, semi-structured interviews and students’ written texts. The data
from the observation checklists were analyzed using Rasch Measurement Model which validated
the study with a high value of alpha Cronbach (0.81). Thematic and textual analyses were
conducted on participants’ views and the students’ written text respectively. The findings
revealed that product approach was the preferred practice. Consequently, the students’ prepared
very identical pattern of written work based on the participants’ input. The students were able to
prepare the written work with linguistic accuracy but did not show attempt to write more
creatively. Thus, this study recommends teachers to integrate process approach strategies into
their writing instructions to guide students to write more profoundly in future.