Bostanci, H. B., & Çavuşoğlu, Ç. (2018). What is better: paper or internet? Course on academic writing designed for teachers in pre-service. Cogent Education 5(1): 1482606. Bostanci (2018) and Cavusoglu (2018) were looking at the efficacy and effectiveness of an approach to writing that combined a process genre and blended learning. Action research was conducted by the authors to collect empirical information on study participants’ performance using both pen-and-paper and online learning methods. This research revealed that writing skills improved significantly in both pen-and paper and online modes of learning. A second argument states that students produce better outcomes when they are taught using a blended learning strategy. However, English language learners were able to write better when they used the mixed learning strategy in combination with the process genre method. Action research is not rigorous and reproducible in most cases, so this limitation of this study is also a problem. Action research also has its drawbacks. My study will benefit greatly from the paper’s addition. It sheds light on how effective the blended learning strategy is in preparing English language learners to write. This research is also valuable to my project because it showed that a blended strategy combined with a process-genre method was more successful than an individual blended learning strategy. The research will also complement the quantitative studies I have chosen to support my thesis.
Dokchandra, D. (2018). A process writing method’s impact on students performing in an EFL course. KnE Social Sciences. 191-206.
Dokchandra (2018)’s research sought to determine the effect of process writing on essay performance. This study was quasi-experimental in nature and collected empirical data from participants. The process writing technique was a key finding in this study. It significantly enhanced students’ ability to write essays. The research also revealed positive sentiments among students about the process writing method. One of the weaknesses of this research is the inability to eliminate the possibility of confounding biased. Confounding biases can be common in quasi-experimental research. Ecological validity is also lacking in quasi-experimental experiments. The essay is a key component of my thesis because it has the ability to prove the effectiveness of process writing in helping English language learners develop writing skills. The research revealed that students respond positively to writing instruction using the process writing method, as opposed with alternative methods. The study will not only complement the qualitative articles I chose for my thesis but also offer additional information.
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