DEVELOPING WRITING PROFICIENCY THROUGH A PROCESS-ORIENTED APPROACH IN EFL CONTEXTS
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This study explores the effectiveness of a process-oriented approach in developing writing proficiency among EFL (English as a Foreign Language) learners. Unlike traditional product-based methods that emphasize the final written output, the process approach focuses on stages such as prewriting, drafting, revising, and editing. A quasi-experimental study was conducted with 60 Uzbek university students, divided into control and experimental groups. The experimental group received instruction using a process-oriented writing model over eight weeks. Results from pre- and post-tests, writing portfolios, and student feedback revealed significant improvements in content development, coherence, and grammatical accuracy. Findings suggest that integrating process-based instruction into EFL curricula can foster deeper learner engagement, critical thinking, and sustained writing competence.
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