This study sought to integrate the writing process approach into EFL writing instruction at Hail University, Saudi Arabia. Based on the related literature review as the main source of data collection, it attempted to identify the paragraph writing skills which first year preparatory students lack, pinpoint the writing strategies suitable for those students and provide elements of a framework illustrating how to integrate the writing process approach accompanied with the writing strategies into writing instruction at Hail University. The study is a concept paper adopting the descriptive analytical method. Findings of the related literature review revealed that the paragraph writing skills fall into five main writing categories (content, organization, grammar, vocabulary and mechanics of writing) each with three writing skills. Findings also identified five types writing strategies (cognitive, meta-cognitive, compensation, social and affective) as suitable for students at Hail University. Moreover, the study showed how to integrate the process writing approach and the five writing strategies (cognitive, meta-cognitive, social, affective and compensation) into the three stages of writing: (1) The Pre-writing Stage ,(2) The Writing Stage (drafting, revising and editing) and The Post-writing Stage ( publishing and reflection). Various recommendations and suggestions for further research were provided.
This study investigated the effect of a proposed strategy-based writing model on Saudi EFL students’ writing skills. Out of three classes from Al-kuds School, two male third-year intermediate classes were randomly assigned into the control group (N=32) or experimental group (N=33). Class (B), serving as a control group, were taught the course-book “Say It in English” in the traditional method, while Class (C), serving as an experimental group, were taught the same course-book, supplemented with the strategy-based writing model which included six types of strategies: cognitive, meta-cognitive, compensational, social, affective and multiple strategies. Both groups were pre-post tested using a writing test prepared by the researcher. Two hypotheses were formulated and tested. Results obtained from T-test revealed that the strategy-based writing model was effective in enhancing the participants’ writing skills. In addition, compared to the traditional instruction, the strategy-based writing model was more effective in improving the participants’ writing skills. These results adduce the importance of implementing the strategy-based writing model in EFL classrooms as it enabled the participants to conceive writing as a recursive process which entails flexible and purposeful movement through the three stages of writing.