DEVELOPING LEARNERSWRITING SKILLS THROUGH PROCESS WRITING APPROACH
This study investigated students’ writing competence by involving them in different writing activities in groups. Participants N= 63, ages 22 to 24, from Government Post GraduateCollege Jahan Zeb. This study used quasi-experimental study design; participants were assigned to control group and experimental group non-randomly. Control group was taught through lecture based teaching, whereas Experimental group used process writing approach. The data instruments include: pre-test and post-test, an adapted analytical scoring rubrics was used for measuring the scores made on the pre-test and post-test, also utilized as an instruction guide for students in writing activities during the treatment period of two and half months. Independent t testswas used to analyse the data gathered from pre-test and post-test. The findings of this study revealed that Experimental group outperformed the comparison group. The findings of this studymay help teachers and educationists to initiate reforms in teaching strategies and techniquesand also change the teaching of writing from product writing approach (rote learning) to process writing approach.