Process Writing in a Product-Oriented Context: Challenges and Possibilities

• Autor(a) principal: Villas Boas, Isabela de Freitas
• Data de Publicação: 2014
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Brasileira de Lingüística Aplicada (Online)
• Texto Completo: http://www.periodicos.letras.ufmg.br/index.php/rbla/article/view/5169

This case studyanalyzed to what extent localized process writing pedagogy is applicable andeffective in an EFL context and how students respond and react to it.  A class of 16 intermediate-level teenagestudents in an ELT Institute in Brazil was selected. A carefully plannedprocess writing pedagogy was followed and students’ performance in andreactions to each stage of the process were analyzed. Concurrently, the studyalso investigated the teaching of writing in students’ native language -Portuguese - in their regular schools. It was concluded that the teaching of L1writing focuses more on the product than on the process. On the other hand,most students responded positively to process writing pedagogy in their EFLclasses. This article shows how the EFL process-writing pedagogy can beeffective in the Brazilian context and how it can fill gaps left in students’experiences with writing in L1.