Writing instruction and the development of ESL writing skills: A case study in Indian context

Writing instruction in English as a Second Language (ESL) is a challenge for teachers. Writing lessons have to be properly planned by agreeing on the best method as the teaching approaches significantly affect the learning of the students. The research discusses the favorite teaching methods of 10 pre-service teachers in the teaching writing framework (between product and process approach) and the impacts on written texts of students. The data were obtained from reviews, interviews, and written texts. The data was semi-structured. The data from the observation lists were analyzed using the Rasch Measurement Model, which justified the analysis at an alpha Cronbach high-value (0.81). Thematic and textual studies were conducted on the opinions of the participants and the written text of the students. The results have shown that the approach to commodities is the preferred practice. The students, therefore, prepared a very similar pattern of written work based on input from the participants. Students could practice written work with linguistic accuracy, but they did not try to compose more creatively. This study, therefore, recommends that teachers incorporate process approach techniques into their written instructions to direct students to write more indepth in the future.