A Desperate Call for Process and Post-Process Approach in Lithuanian ESL Classrooms

• Main Author: Misevičiūtė Vaida
• Format: Article
• Language: deu
• Published: Sciendo 2018-11-01
• Series: Darnioji daugiakalbystė
• Subjects: product approach; process approach; post-process approach
• Online Access: https://doi.org/10.2478/sm-2018-0018

Technology has altered communication style from face to face to written communication. An increased participation in chats, blogs, and other forms of social media along with a growing trend to work from home or to study on-line has increased the need to perfect academic written communication. Lithuanian students who have been trained in product approach are in desperate need to enhance skills in creativity, self-expression, independence and criticality, skills that can be taught through a process or a post-process approach to writing. An overview of product, process, and post-process approach suggests that second language learners trained in process or post-process approach display significant advantages in academic writing compared to students trained in product approach. Writing has been neglected as a skill for several reasons in Lithuanian English classrooms, yet the demand for academic writing in today’s world is increasing in accelerated speed. Process and post-process approach provides necessary skills that have been highly neglected in ESL teaching in Lithuanian schools and universities.