Abstract

• The purpose of the current study is the effects of the process writing approach on Grade Ten students’ writing skills in English. In this study, explanatory sequential research (Quan→qual) design was used. For quantitative research, the design used was one of true experimental designs, pretest-posttest control group design, and for qualitative research, interview was conducted and observation checklist was applied to study the effect of process writing skill in the classroom. Participants of the research were Grade Ten students from two high schools in Taungoo Region, No. (2) Basic Education High School and No. (7) Basic Education High School. There were two groups in this study: control group and experimental group. The former group was taught with usual method (ITPR) and the experimental group was taught with process writing approach. To examine the outcomes (group observation checklist for process writing approach), was used. Independent-samples t test was used to analyze for qualitative study. And the summative rating method was used to analyze (group observation checklist for process writing approach) and thematic analysis was used to analyze the interview protocol. The findings of the study indicated that there was a significant difference between the basic writing skills, paragraph writing skills, and essay writing skills of the mean values of the experimental and control groups. Moreover, the findings of the students’ observation checklist pointed out that there was a positive outcome in the process writing approach. Therefore, the process writing approach helps students to improve the writing skills of English language learning.