firstname.lastname@example.org, deu school of foreign languages
This study investigates the potential impact of Process-Based Writing (PBW) instruction on EFL learners. The impact on writing scores will be measured through writing assignment before and after Process-Based Writing Training period (PBWT), while the impact on affective factors will be assessed through qualitative data collection tools as students' written reports and focus group interviews. In order to sustain complete information and strengthen evaluation conclusions, a convergent mixed method was applied in the research. The study was conducted with 24 pre-intermediate EFL students learning English for academic purposes (EAP). It is, therefore, important for them to develop affective factors that may interfere with writing process. The results will have implications for students, teachers, and syllabus designers.
Keywords: PBW (Process Based Writing), EFL Students, PBWT (Process Based Writing Teaching)