The Effectiveness of the Product-Oriented Approach in Teaching Writing: A Study on Uzbek EFL Learners
Authors/Creators
- 1. Faculty of English Language and Literature, Uzbekistan State World Languages University, Tashkent, Uzbekistan
Description
This research investigates the effectiveness of a product-oriented method in teaching English writing
to EFL learners in Uzbekistan, specifically within the university setting. Although the productoriented
method emphasizes creating precise, well-organized texts, its appropriateness for enhancing
communicative competence remains a topic of ongoing discussion. The study involves 60 university
students over a span of 10 weeks and evaluates their writing skills using pre- and post-tests, along
with student questionnaires. The results indicate that, while the product-oriented method is successful
in enhancing grammatical accuracy, sentence formation, and organization of texts, it does not
significantly promote creativity, development of ideas, or the expression of an authentic voice in
students' writing. The study recommends integrating elements of the process approach to offer a more
balanced framework for Uzbek EFL learners, fostering both formal writing skills and critical thinking.
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Additional details
References
- Badger, R., & White, G. (2000). A process genre approach to teaching writing. ELT Journal , 54(2), 153–160.
- Hyland, K. (2003). Second language writing. Cambridge University Press.
- Khudaykulov, S. (2020). Developing critical writing skills in Uzbekistan's EFL classrooms: Challenges and opportunities. Journal of Foreign Language Teaching , 12(3), 25–30.
- Mavlonov, A. (2020). Effective methods in teaching English writing in the Uzbek context. Uzbekistan Journal of Linguistics , 8(2), 102–110.
- Tursunov, I. (2021). The impact of educational reforms on foreign language teaching in Uzbekistan. Education Policy Studies Journal , 15(1), 70–82