Writing Skills and Writing Approaches in ESL Classroom: A

Systematic Review
Lavanya Vejayan, Melor Md Yunus
To Link this Article: http://dx.doi.org/10.6007/IJARBSS/v12-i6/13259 DOI:10.6007/IJARBSS/v12-i6/13259

Received: 12 April 2022, Revised: 16 May 2022, Accepted: 29 May 2022

Published Online: 11 June 2022

In-Text Citation: (Vejayan & Yunus, 2022)

To Cite this Article: Vejayan, L., & Yunus, M. M. (2022). Writing Skills and Writing Approaches in ESL
Classroom: A Systematic Review. International Journal of Academic Research in Business and Social Sciences.
12(6), 1301 – 1319.
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1301
 Writing Skills and Writing Approaches in ESL
Classroom: A Systematic Review
Lavanya Vejayan
Universiti Kebangsaan Malaysia, Malaysia, SMK Kamarul Ariffin,
Malaysia
Email: [email protected]

Melor Md Yunus
Universiti Kebangsaan Malaysia
Email: [email protected]

Abstract
The English language is used as the universal language to communicate with people
worldwide in the era of globalisation as more global citizens take up English as a Second
Language (ESL). In line with that, the Ministry of Education (MOE) has emphasised the
importance of the English language especially in the aspect of writing. This paper presents
systematic literature review of relevant published paper from 20152021, a span of seven
years. It discusses the writing approaches implemented by English as a Second Language
teachers to teach writing skills. A total of 15 papers related to the writing approaches were
obtained using the PRISMA method from Google Scholar, Scopus and ERIC. The two questions
addressed in this research are; (i) what are the approaches which is suitable for ESL writing
classroom? and (ii) what are the impacts of using the selected approaches in improving
writing difficulties? The findings revealed that five approaches were commonly used to teach
writing process based approach, product based approach, genre based approach, process-
product approach and processgenre approach. The results indicated more positive outcomes
then negative outcomes.
Keywords: ESL Classroom, Systematic Review, Writing Approaches, Writing Skills, Writing
Strategies.

Introduction
The English language is a universal language also commonly known as lingua franca. It a
common communication language for people whose native language or first language is not
the same. It is widely spoken around the world and it is usually taught as English as Second
Language (ESP) or English as Foreign Language (EFL). In Malaysia, English is taught as a second
language and is predominantly taught beginning from primary education until tertiary
education. The education ministry has also introduced the Common European Framework
which includes 5 components ((i)language awareness-grammar, (ii) listening skills, (iii) reading
skills, (iv) speaking skills and (v) writing skills) for a more constructive language learning,
1302
teaching and assessment. To support the efforts of educators and learners, it is important to
promote, encourage and support to constantly develop their teaching and learning based on
the characteristics, motivations, needs as well as the resources around them (Council of
Europe, 2001).

Writing skills is an important skill because writing is one way to communicate and to express
oneself. It is used to perform mundane task like taking notes to more complex purposes like
filing in forms and academic writing. Yulianti (2018) explained that pupils critical thinking is
developed through writing as it allows pupils to express and deliver their idea in a structured
manner. Among the all four aspects taught at school, students generally rate writing skills as
the most difficult task for them to fulfil. Composition or writing can be a daunting and tough
process for students as they are not confident users of the English language. Stalin & Kim Hua
(2020) termed writing as the most laborious among all skills to be achieved by English as
Second Language learners. Theresia (2015) mentioned that students find the writing process
a very difficult and stressful process. Misbah et al (2017) suggested that inability for students
to express what they are thinking successfully will demotivate learners and decrease the
usage of the target language in their daily life.

Other than that, English is not favoured by students because they think that it is a
monotonous process because they have many problems understanding what is being taught
since writing skills is an intricate skill. Yunus & Chien (2016) stated that students look worried
and hesitant as they tried to write causing their points to be unorganised. They further added
that although students might have the ideas to write they are not able to transform and
convey the ideas into a piece of well written text with proper cohesion, diction and language.
Although students have been learning English from a young age, they are still not able to
successfully produce a grammatically correct and organised essay. Pazilah et al (2019) stated
that it is crucial for every student to master the writing skill because it is a requirement for
Malaysian exams. Thus, this systematic review, will observe the approaches/ strategies used
to teach writing/ composition in ESL classroom and the impact on it on ESL learners.

According to David et al (2015), some of the problems in writing skills is students are not
confident users of the English language because they lack the language structures as well as
vocabulary. He also mentioned weak of grammar and lack of authentic communication
among learners as problems in writing. Ghabool et al (2012) stated that the problem in writing
skill among Malaysian learners are the disparity between first and second language. They also
added that students frequently had problems with conventions, punctuations and language
use. Al Mubarak (2017) reported that apart from learner related problems like insufficient
vocabulary and language interference, the writing difficulties are also caused by lack of proper
teacher guidance. Faisal & Suwandita (2013) also stated that teachers rarely used a variety of
techniques or methods resulting in a monotonous lessons and students not having the
concept to write. Ahmad & Mani (2021) echoes that statement and proposed something
different than learner related problem which is teachers’ teaching approach. They explained
that the approach that teacher follows to teach, facilitates learning opportunities, provides
constructive feedback and motivates learners. Thus is because it is important to allows
students to have regular practice to overcome their lack of confidence in writing and improve
their command in the technical aspect of the language.

1303
To address the writing difficulty problem among ESL learners, a systematic literature review
was carried out to identify and learn about the best approaches to teach writing to ESL
learners and the impact of using those approaches or strategies in teaching writing.

The main aim of this systematic review is:

a) to present a set of empirical data of various approaches based on previous studies on
teaching writing skills in ESL classroom.

This study attempts to answer two questions:

a) What are the approaches which is suitable for ESL writing classroom?
b) What are the impacts of using the selected approaches in improving writing difficulties?

Methodology
Literature review is a way to summarize and present an overview of past or current ideas and
knowledge from a body of literature. It is mainly used to justify an idea or to validate why a
problem is worth researching. Systematic review provides a more unbiased, comprehensive
and structured set of data based by collecting and summarising various papers body a field of
study. The PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses)
statement offers an outline for researchers to present their findings. Khan et al. (2003)
proposed a five steps phase to conduct systematic review and is adopted in this paper: a)
framing a question for review, b) identify relevant work, c) assess the quality of the study, d)
summarise the evidence and e) interpret the findings.

Phase 1: Framing Question for Review

In order to review and select the articles, it is important to form a question to answer to. In
this review, two questions were formed to avoid ambiguity. The studies selected for this
review should explicitly point out the approach/approaches used to teach writing as well as
how the selected approaches impacts and improves students’ writing performances. Writing
performance refers to an expertise acquired through practice. Nelson & Schunn (2009)
mentioned that writing performance refers to the knowledge obtained by completing a
repeated task like a continuous drafting the same writing practice.

Phase 2: Identify Relevant Work

The second step is to identify relevant work. To search for relevant articles, there were two
major stages which are (a) collecting all relevant articles during the initial search and (b)
shortlisting pertinent articles using the inclusion and exclusion criteria. The researcher used
ERIC, Scopus and Google Scholar database to exploit articles relevant to the study. To range
of past studies included in this paper is from 2015 – 2021, a total of seven years. Using the
advanced search methods, several combinations of keywords were used to run through the
database as shown in the Table 1. Other than that, to ensure that the articles gathered are
relevant to the review, the initial inclusion and exclusion criteria was used as shown in Table
2. The data collected are also screened for duplicates.

1304
Table 1
Keywords used to find related articles.

Databases Keywords

Scopus TITLE-ABS-KEY ('writing approaches' OR 'teaching writing' OR

'writing methods' OR ‘writing process’) AND ('ESL classroom' OR 'ESL
learners' OR 'ESL students') AND ('writing achievement' OR writing
performance' OR 'writing skills')
ERIC writing approach AND ESL learners, writing approaches AND ESL
classroom, effectiveness of writing approaches AND ESL learners,
proses approach AND ESL learners, genre approach
ANDESL learners, product approach AND ESL learners
Google Scholar Writing approaches AND ESL, writing instruction AND ESL,
approaches in writing AND ESL, effectiveness of writing approaches
AND ESL learners, proses approach AND ESL learners, genre
approach AND ESL learners, product approach
AND ESL learners

Table 2
Inclusion and exclusion criteria
Databases Inclusion Exclusion

Type of articles Journal articles (ESL or books, book chapters, citation

ESL/EFL) only, incomplete papers,
literature reviews only,
EFL/ESP/EBP related papers,
thesis
Year 2015-2021 <2015
Language English Other than English
Perspective Teachers, teachers and students Students only

Phase 3: Assess the Quality of the Study

The third step is to assess the quality of the study. After the first stage of the inclusion and
exclusion, the second stage of inclusion and exclusion was carried out. The researcher reads
through the research to check if the materials gathered are relevant to the study using the
inclusion and exclusion criteria. The criteria focused on was the writing approach adopted,
intervention applied to teach writing and the results. While reading through the articles, the
articles which were excluded were articles that discusses only students’ perspectives and
articles which does not provide a clear overview of how the selected approach were
implemented.

Phase 4: Summarise the Evidence

After assessing the articles collected, a summary chart was drawn. In the beginning stage
there were 149 articles identified for the inclusion based on the inclusion and exclusion

1305
criteria (Table 2). 6 articles were removed because there were duplicates. From the remaining
number of articles, 95 articles were eliminated because they there related to English as a
Foreign Language (EFL) or English for Specific Purposes (ESP) or English for Business Purposes
(EBP). However, articles which discusses both ESL and EFL were included. Next, from the
remaining 45 articles, more papers were excluded because it discusses only students’
perspective, literature reviews and doesn’t provide a clear overview of study. Finally, 15
articles were chosen to be used in this review as summarised in Figure 1 using the PRISMA
flow chart.

Duplicate articles
ERIC (n = 4)
Scopus (n = 0)
Records identified through Google Scholar (n = 2)
database searching
ERIC (n = 68)
Scopus (n = 10)
Google Scholar (n = 71)

Articles excluded, (n = 95)

Articles screened Articles excluded were books,

ERIC (n = 64) book chapters, citation only,
Scopus (n = 10) incomplete papers, literature
Google Scholar (n = 69) reviews only, non-English
papers, EFL/ESP/EBP related
papers, papers published <2015,

Eligible research articles Articles excluded, (n = )

(n = 48) Articles excluded only
discusses students’
perspective, literature review,
does not contain a clear
overview of how the selected
process was implemented)
Articles included in the
systematic review

(n = 15)

Figure 1: PRISMA flow chart

Interpret the Findings

Finally, based on the research questions created, a total of 15 articles were review. There
were five approaches identified in total: process-based approach, product-based approach,
genrebased approach, process-genre approach and process-product approach. according to
the 15 studies reviewed, 3 studies were on tertiary students, 8 studies focus on high school
and 4 studies targeted primary students. Most studies discussed the approaches employed
explicitly while some were just mere mentions. The studies also used different types of
research designs and research instruments for analysis, however, the results turned out to be

1306
more or less similar. A more detailed analysis will be tabulated below in Table 3 in the findings
section.

Findings / Results
A total of 15 past research related to this paper from 2015 to 2021 were chosen and reviewed.
The results are as shown below:

Table 3
Analysis of Findings
No of
Article/
participants Research design Intervention Approach adopted Results
Study

1. • Noticed a
significant
difference
between the
Saputra Dived students into controlled group
Quasi control group and and
& 72 eighth grade Process-genre experimental
experimental experimental group and
Marzulina students approach group
design were taught by using the
(2015) process genre approach
• Learners were
enthusiastic and
helped students
prepare their
thoughts

2. • Students
like the use
of
Facebook
used for
teaching
writing

• Process
• Shows that
students
approach
Using Facebook as a tutor were more
Annamala 6 Year 10 ESL Qualitative case confident
i (2016) students study
platform to complete • Product
to engage
narrative writing task approach
in learning
• Genre approach
and
students
showed
online
fatigue
syndrome

• (interactions less
developed form
task 1 to task 3)

3. • Facebook-based e-
171 first portfolio had a
Barr
year Using Facebook e- positive impact on
ot Process- genre
universit Self-report portfolio for writing students’ writing.
(201 approach
y practices Thus, it is a feasible
6)
students tool for e-portfolio
assessment

1307
4. Separate into two groups • Process based
Qomariya (controlled & approach was
h 174 4th experimental), persuasion • Process not effective in
semester writing paragraph was based improving
& - writing ability
tertiary used approa
Permana among
students ch
(2016) tertiary
students

5. • When teacher
models and
provide creative
imitation
Choi & Teacher models and • Genre explicitly during
37 Gred 9 provide creative imitation based writing
Wong - instruction, it
students explicitly during writing approa
(2018) instruction ch provides
students a sort of
authority and
freedom towards
their learning

6. • The STAD
method through
collaborative
learning
improved
students writing
skills because
they get the
opportunity to
edit their group
Nair & 20 Year 6 STAD method through • Process essays
cooperative learning
Sanai students Action research
approach was applied in
based • Students
approa were
(2018) descriptive writing ch actively
engaged in
writing
process
during group
work and
hence
improving
their social
skills

7. 55 Form 4 Using hi-five fingers to • Product • Improved

students from brainstorm ideas and based writing
Chandran Pahang and snack bar guides the essay approach performance
Johor writing stages and grade
et al Action research
• Process Increased
(2019). based students
approach interest and
fun

1308
8. • PBA was
useful to
enhance
young
English
learners
writing
skills
• Students’
writing
performan
ce in terms
Students are exposed to of content,
different texts in English organizatio
12 third grade and guided during the n, fluency,
Vega &
writing process stages. convention
bilingual Process based
Pinzón Action research Students were taught to s and
students approach
apply some writing vocabulary
(2019) strategies like planning, improved.
monitoring, and
evaluating own output.
• Students
feel
confident
about
writing
which
contributes
to the
students’
self-belief
when
completing
writing
tasks

9. • Positive changes
Mixed method Brainstormin in young writers’
Yeu 70
g, peer learning
ng secondary Process based
(pre- session, autonomy despite
(201 school approach
experimental self- variations in
9) students
design) assessment implementers’
teaching belief

10. • Cooperative
learning
enhanced
students’ learning
experience,
motivation,
improved writing
skills and
individual
accountability.
80 tertiary
Mixed method
• Findings suggest
Naim level Think-pair- that TWPS
design Process based
(20 improved ESL
ESL students (experimental share cooperative learning approach
20) tertiary students’
study)
writing
performance and
should be
considered as a
promising
technique.

1309
11. • It served as a
22 secondary tutorial and was
Purba,
school beneficial to help
Van Thao students in Descriptive students decide what
Using stages / cycles to aid Genre based
quantitative ideas to be included
& Purba writing skills approach
Indonesia method in their writing during
(2020) classroom practice in
creating meaningful
texts.

12. • Significant mean

difference
Rumanti 60 8th grade Using the process between post-test
Descriptive and pre test
approach and assessed Process based
& Dewi students quantitative Aspects of writing
using rubrics adopted approach
method improved
(2020) from Brown (2007)
although the
process is time
consuming

13. • Test results

showed
significant
Upload a picture and difference with
Stalin 30 year 2 ESL three corresponding positive
students Quantitative sentences based on the increment in
& Kim Hua Genre based approach
research design pictures appropriately mean score
(2020) according to the five • Students were
themes selected eager and
motivated to
share their
responses

14. • Discovered
Safitri
Ten 11th grade • Genre approach several challenges
Descriptive Instagram was used to while conducting the
& Susiati students in
Indonesia
qualitative study teach and learn writing • Product research and offered
(2021) approach solutions to overcome
them

15. 36 Primary 4 • Significant

Chinese- improvements in
Yuk & vernacular Peer-Modo feedback terms of the
school Quasiexperiment Process- Product
Yunus intervention during pre- content quality of
students al research approach
writing stage their writing after
(2021)
conducting Peer-
Modo feedback.
No of
participants
Article/
Research design Intervention Approach adopted Results
Study

1. • Noticed a
significant
difference
between the
controlled
Saputra Dived students into
group and
& Quasi control group and
72 eighth grade Process-genre experimental
Marzulin experimental experimental group and
students approach group
a design were taught by using the
(2015) process genre approach • Learners were
enthusiastic
and helped
students
prepare their
thoughts

1310
 2. • Students
like the
use of
Facebook
used for
teaching
writing
• Shows that
students
• Process approach were more
Using Facebook as a tutor confident
Annamal 6 Year 10 ESL Qualitative case
platform to complete • Product
to engage
ai (2016) students study approach
narrative writing task in learning
• Genre approach and
students
showed
online
fatigue
syndrome
• (interactions
less developed
form task 1 to
task 3)
3. • Facebook-based e-
171 first portfolio had a
Barr
year positive impact on
ot Using Facebook e-portfolio Process- genre
universit Self-report students’ writing.
(20 for writing practices approach
y Thus, it is a feasible
16)
students tool for e-portfolio
assessment
4. Separate into two groups • Process based
(controlled & approach was
Qomariy
ah
174 4th experimental), persuasion • Process not effective
semester writing paragraph was based in improving
& - used
tertiary approac writing ability
Permana
students h among
(2016)
tertiary
students
5. • When teacher
models and
provide creative
imitation
Choi &
Teacher models and • Genre explicitly during
37 Gred 9 provide creative imitation based writing
Wong -
students explicitly during writing approac instruction, it
(2018)
instruction h provides
students a sort of
authority and
freedom towards
their learning
6. • The STAD
method through
collaborative
learning
improved
students writing
skills because
Nair & 20 Year 6
STAD method through • Process they get the
cooperative learning based
Sanai students Action research opportunity to
approach was applied in approac
(2018) edit their group
descriptive writing h essays
• Students
were
actively
engaged in
writing
process

1311
 during
group work
and hence
improving
their social
skills

7. 55 Form 4 Using hi-five fingers to • Product • Improved

students from brainstorm ideas and based writing
Pahang and snack bar guides the essay approach performanc
Chandran Johor writing stages
et al Action research • Process based e and grade
(2019). approach Increased
students
interest and
fun
8. • PBA was
useful to
enhance
young
English
learners
writing
skills
• Students’
writing
performan
ce in terms
Students are exposed to of content,
different texts in English organizati
and guided during the on,
12 third grade fluency,
Vega & writing process stages.
bilingual Process based conventio
Pinzón Action research Students were taught to
students approach ns and
(2019) apply some writing
strategies like planning, vocabulary
monitoring, and improved.
evaluating own output. • Students
feel
confident
about
writing
which
contribute
s to the
students’
self-belief
when
completin
g writing
tasks
9. • Positive changes
Mixed method in young writers’
Brainstormi
Yeu 70 (pre- learning
ng, peer
ng secondar experimental Process based autonomy despite
design) session,
(201 y school approach variations in
self-
9) students implementers’
assessment
teaching belief

1312
10. • Cooperative
learning
enhanced
students’ learning
experience,
motivation,
improved writing
skills and
Mixed method individual
Nai 80 tertiary level
design Think-pair- Process based accountability.
m ESL students
(20
(experimental share cooperative learning approach • Findings suggest
study) that TWPS
20)
improved ESL
tertiary students’
writing
performance and
should be
considered as a
promising
technique.
11. • It served as a
tutorial and was
22 secondary beneficial to help
Purba, students decide what
school Descriptive
Van Thao Using stages / cycles to aid Genre based ideas to be included
students in quantitative
& Purba writing skills approach in their writing during
Indonesia method
(2020) classroom practice in
creating meaningful
texts.

12. • Significant mean

difference
Using the process between post-
Rumanti 60 8th grade Descriptive test and pre test
approach and assessed Process based
& Dewi students quantitative Aspects of writing
using rubrics adopted approach
(2020) method improved
from Brown (2007)
although the
process is time
consuming
13. • Test results
showed
significant
difference with
Upload a picture and three
positive
Stalin 30 year 2 ESL corresponding sentences
Quantitative increment in
& Kim Hua students based on the pictures Genre based approach
research design mean score
(2020) appropriately according to
the five themes selected • Students were
eager and
motivated to
share their
responses
14. • Discovered
Safitri Ten 11th grade
Descriptive Instagram was used to
• Genre approach several challenges
while conducting the
& Susiati students in
qualitative study teach and learn writing • Product research and offered
(2021) Indonesia approach solutions to
overcome them
15. 36 Primary 4 • Significant
Chinese- improvements in
vernacular terms of the
Yuk & school Peer-Modo feedback
Quasiexperiment Process- Product content quality of
Yunus intervention during pre-
students al research approach their writing after
(2021) writing stage
conducting Peer-
Modo feedback.

1313
International Journal of Academic Research in Business and Social Sciences
Vol. 1 2 , No. 6, 2022, E-ISSN: 2 2 2 2 -6990 © 2022 HRMARS

Discussion
Fifteen research has been identified (Saputra & Marzulina, 2015; Annamalai, 2016; Barrot,
2016; Qomariyah & Permana, 2016; Choi & Wong ,2018; Nair & Sanai ,2018; Chandran et al,
2019; Vega & Pinzón, 2019; Naim, 2020; Purba, Van Thao & Purba, 2020; Rumanti & Dewi,
2020; Stalin & Kim Hua, 2020; Yeung, 2020; Safitri & Susiati, 2021; Yuk & Yunus, 2021) on the
approaches in teaching writing skills. The discussion was structured according to the research
questions (selected writing approach and the impact of implementing the selected writing
approach).

Approaches used in ESL Classroom

From the total number of articles reviewed, the conclusive summary could be made. the
approaches can be classified as individual approach, combination of two or more approach
and hybrid approach.

Table 4
Classification of Approaches

Classification Approach Article(s)

Individual Process approach 6

Genre approach 3
Combination Genre approach, product 1
approach
Product approach, process 1
approach
process approach, product approach, 1
genre approach

Hybrid Process-genre approach 2

Process-product approach 1

The most popular approach used to teach writing is the process approach (Annamalai, 2016;
Qomariyah & Permana, 2016; Nair & Sanai, 2018; Chandran et al., 2019; Vega & Pinzon, 2019;
Naim, 2020; Rumanti & Dewi, 2020; Yeung, 2020) since 8 out of 15 articles employed the
process approach. The process approach in writing skill focuses on how to get the end product.
Over the year, many scholars have developed and refined models of the writing process.
Kallestinova (2017) suggested that there are three stages in the writing process; pre-writing,
editing and revising. Donovan and McClelland (1980) explained that the process approach is
not something that can be understood if looked from the back and it is something that has to
go through a process drafting. They also mentioned that the process based approach involves
a certain period of drafting and revising. These are parallel to the findings based on the
articles. The study from Qomariyah & Permana (2016); Chandran et al (2019) expects that
using the process based approach can pump creativity among students in developing their
paragraphs and develop better writing experience. However, Vega & Pinzón (2019) and
Annamalai (2016) believes that its useful in the development of writing and focuses on

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International Journal of Academic Research in Business and Social Sciences
Vol. 1 2 , No. 6, 2022, E-ISSN: 2 2 2 2 -6990 © 2022 HRMARS

strategies like planning, monitoring and evaluating the students own written product. This
shows that the process approach is a gradual process and is done systematically and it
resonates with (Nair & Sanai, 2018; Naim, 2020; Rumanti & Dewi, 2020). Yeung (2019) on the
other hand was inclined to use this approach because process approach reduces students’
dependency on teacher and other people which provides an environment of self-growth.

Another popular approach is the genre approach (Annamalai, 2016; Choi & Wong, 2018; Purba
et al., 2020; Stalin & Hua, 2020; Safitri & Susiati,2021) which was found in five articles.
Richards et al (1993) defined genre as a specific category of speech integrated as a written
text like discussions, interview, music, poem, prayers, and stories. Martin (1999) states that
genre based approach is encouraging to students and allows them to improve throughout
learning and that it is cyclical in nature. Martin also asserted that students can access,
appreciate and question meaningful document and allows teacher and students to
understand the document. These are comparable to the findings from the articles. The study
from Choi & Wong (2018); Stalin & Kim Hua (2020) suggest that genre pedagogy can be used
to scaffold knowledge and to create creative narratives. Creative imitation of literature is used
to empower writing experience and allow students to be more resourceful when writing and
obtain benefits by researching a variety of written text (Purba, Van Thao & Purba,2020; & Choi
& Wong, 2018). To add on, Safitri & Susiati (2021) suggested using the genre approach is a
great to teaching writing as it helps to develop students’ confidence. This shows that it
scaffolds knowledge to encourage long-term retention of knowledge. Other than that,
examination is also considered a genre in the Malaysian classroom, thus, Annamalai (2016)
justified that it helps with appropriate use of language and guides students to excel their
examination.

Next, the other approach is the product approach. Tangpermpoon (2008) proposed that this
approach is helpful to reinforce grammar and syntax in L2 writing besides raising awareness
based on students’ proficiency through the use of model paragraphs, combing sentences and
rhetoric pattern exercises. Palanisamy & Aziz (2021) also suggested along the same line that
the end product is the main concern when using this approach and that included the
readability, grammar, main ideas and supporting details. These literature resembles what was
suggested in the articles reviewed. The product approach was not used individually but it was
combined together with other approaches in three of the articles (Safitri & Susiati, 2021;
Chandran et al, 2019 & Annamalai, 2016) because it focuses more on how correct the writing
text is as compared to how it was formed. Annamalai (2016) criticised the examoriented
education that too much importance is given to the accuracy but students don’t have enough
guide to produce a written text. Despite that, it is important that students know the mechanics
of the language, vocabulary and grammar knowledge (Chandran et al., 2019; Safitri & Susiati,
2021).

Finally, the hybrid approach which is the combination of two approaches. There were two
hybrid approaches found: process-genre approach (Saputra & Marzulina, 2015) and process-
product approach (Yuk & Yunus, 2021). The process-genre approach which is a combination
of both process and genre approach. Saputra & Marzulina (2015) suggested that students may
learn the connection between connection and form of a certain genre. On the other hand, the
process- product approach used by Yuk & Yunus (2021) puts forward the argument that peer
review (pointing out mistakes) during the pre-writing stage will help students get ideas before

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they move to the drafting stage. The cross between two approaches makes transferring skills
between students easier. In brief, these approaches and arguments proposed should be a
guide for teachers when teaching writing.

The Outcomes of Using Selected Approaches in ESL Classroom

The review articles resulted in discovering some recurring patterns. Thus, the discussion will
be divided into 3 parts: showed statistical improvement, positive responses and negative
responses. Four out of 15 articles reported significant improvement in mean score based on
the pre-test and post-test which makes it a success (Saputra & Marzulina, 2015; Rumanti &
Dewi, 2020; Stalin et al., 2021). Other than an increase in mean, Rumanti & Dewi (2020)
showed that the value of Cohen d showed the use of process based approach has a medium
effect on writing competence. Using the selected approaches also allowed researches to
observe the continuous improvement in writing performance and grade. Chandran et al (2019)
found that as compared to the pre-test, students’ essays had a more organized structure and
had more elaboration in the post test. This is parallel to
Purba et al (2020); Vega & Pinzon (2019); Annamalai (2016) who concluded that there is
evidence of reflective content, organization and ideas in an orderly pattern despite mistakes
in writing. The approaches used also proved improvements in certain areas like grammatical
structures, spelling, vocabulary, punctuation and tense after the intervention. Choi & Wong
(2018) observed that the students presented relevant idea and expanded them well so it can
be easily understood to capture readers’ attention and the organisation of story line is
perfectly aligned and followed a specific structure of orientation, complication and solution

Next, based on the findings, the common theme is positive responses. The students were
motivated and enthusiastic when taught using the selected approaches. The process applied
helped students prepare their thoughts and they were more enthusiastic and actively involved
in the lesson. Students were more confident to take charge of learning (Yuk & Yunus, 2021;
Stalin & Hua, 2020; Purba et al., 2020; Chandran et al., 2019; Annamalai, 2016, Barrot, 2016).
Vega & Pinzon (2019); Yeung (2019) discussed that students showed positive self-efficacy and
positive learning autonomy which essentially refers to observational learning, vicarious
experience, social persuasion and physical as well emotional state. The study by Annamalai
(2016); Naim (2020) deduced that students had more critical mean of communication with
their peers. They become better communicators in line with the socio-affective learning
strategies and they are motivated because of a supportive learning environment. It also
promoted a healthy competition among students and fosters cooperation among groups.
Students make less errors when learning together because they collaborate and edit the essay
together while scaffolding what their existing knowledge as they develop analytical skills
which allows students to receive criticism and respond to criticism (Nair and Sanai, 2018;
Saputra & Marzulina, 2015; Yuk and Yunus, 2021). Barrot (2016); Yeung (2019) inferred a
similar impact that is students can; (i) can reflect on their work, (ii) show their best work, (iii)
navigate output, (iv) track their progress and (v) be aware of the gaps in their metacognitive
knowledge and decrease teacher dependency.

Finally, there were three articles which reported a negative impact. Qomariyah & Permana
(2016) observed a positive mean score increase in the experimental group. However, she
believed that the approach was unsuccessful and suggested that teachers should find ways to
promote and encourage creativity among students as it is considered as a significant aspect in

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L2 learning. Safitri & Susiati (2021) echoed this sentiment and concluded that when an
approach is introduced it should be introduced in an orderly manner to prevent bad writing
quality. Rumanti & Dewi (2020) concluded that the process based approach is a lengthy
process and time consuming despite its benefits.

Conclusion
This systematic review paper analyses the writing approaches adopted by teachers to teach
writing skills and impacts of those approaches on students writing performances. A total of 15
papers from a span of seven years were identified to be analysed. In spite of most researches
were carried out in
EFL, ESP and some EBP context, this paper managed to identify researches done in ESL context
only. Out of 15 studies,3 studies were on tertiary students, 8 studies focus on high school and
4 studies targeted primary students. Most studies discussed the approaches employed
explicitly while some were just mere mentions. The studies also used different types of
research designs and research instruments for analysis, however, the results turned out to be
more or less similar. There were five approaches identified in total: process-based approach,
product-based approach, genre-based approach, process-genre approach and process-
product approach. After using the selected approach, the researchers reported a significant
different in post-test mean score. They also mentioned that students were more confident
and engaged in lesson, improved their social skills as well as writing performances and they
are able to produce meaningful text and arrange their thoughts well. Aside from that, some
papers mentioned that there are limitations to the research and the common problems stated
was the limited time to conduct the study and also limited sample size. Researchers who used
online applications stated that there were problems with internet access, students discipline
in submitting assignments and students tend to lose motivation because of too much screen
time.

Recommendations
In order to carry out successful writing lessons, teachers should know about students’
proficiency, learning needs and learning style. Based on that knowledge, it would guide
teachers choose the right approach to be utilised when teaching writing. In future researches,
other approaches like free writing or Language Experience Approach (LEA) or even integrated
approaches (i.e. process-product approach or process-genre approach) should be exploited to
determine the effectiveness in teaching writing skills. Another area which could be
investigated is how a writing approach chosen could be used to carry out a more successful
online instruction. Since education has been seeing vast changes with the COVID-19 pandemic.
Teachers play a significant role in helping students develop themselves to achieve their full
potential, therefore, the approaches and techniques are vital to produce learners with good
written communicative competence.

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