The Effects of Product Approach on Language Preparatory School Students` Writing Score in an Academic Writing Course
DOI:
https://doi.org/10.53103/cjlls.v2i4.57Keywords:
Academic Writing, Product Approach, Process ApproachAbstract
A wealth of research has evaluated the effects of varied types of approaches in Academic Writing courses. However, there has been an ongoing discussion on prioritizing one of them. In this regard, this study examined the effects of product-based approach on Academic Writing Score of language preparatory school students over 16 weeks using pre-test and post-test. Considering this aim, 50 students were split into two groups as control or experimental group through systematic sampling method. Experimental group students were exposed to product approach, whereas control group students were engaged in process approach. Each student wrote about 1 topic biweekly amounting to 8 topics during the study. Quantitative data were analyzed by IBM SPSS 23 through independent sample t test and paired sample t test. Independent sample t test and paired sample t test post test results were recorded as .000 respectively, indicating that there were highly significant differences in experimental group. On the other hand, control group students` progress was not significant enough. Likewise, the questionnaire and interview analysis as a part of qualitative data show that product approach was supported by more students when compared to process-based approach. Findings of this study may have some insightful points for educators who have been covering or managing Academic Writing courses at universities around the world.
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