Available Online: 17 March 2021
Azad University of Bushehr, Iran (Ghobadi.email@example.com)
The purpose of the present study is to find out the Iranian EFL learners’ and teachers’ attitudes toward product and process approaches to writing. To gain this end, 92 intermediate English language learners studying in Caspian language institutes and 25 EFL teachers were selected. Two instruments were used to achieve more accurate answers to the research questions; a questionnaire and an interview. Upon an extensive literature review and having interviews with the participants, the researcher developed two sets of 5-point Likert-scale questionnaires, one for teachers (20 items) and one for learners (23 items¬) to investigate the participants’ attitudes toward the two approaches. The items of the questionnaires were categorized into three categories: general questions, features of product approach, and features of process approach. The researcher used descriptive statistics to investigate the participants’ attitudes toward the approaches. Based on the results of the descriptive analysis of the participants’ responses it is concluded that most of the teachers (69.2%) and learners (64.32 %) have positive attitude towards process approach.
Keywords: product approach; process approach; EFL writing; attitude
Cite this article:
Ghobadi, M. (2021). An investigation of EFL teachers’ and learners’ attitudes towards product and process approaches to writing. International Journal of Research Studies in Education, 10(6), 45-61. https://doi.org/10.5861/ijrse.2021.3