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Process Approach Writing Instruction for Low Proficiency Learners: Bridging the Gap from Keywords to Sentences

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dc.citedby0
dc.contributor.authorShukri F.B.A.en_US
dc.contributor.authorIsmail N.B.en_US
dc.contributor.authorIdris A.en_US
dc.contributor.authorMohamad M.S.en_US
dc.contributor.authorSalam A.R.H.en_US
dc.contributor.authorKhairiah N.en_US
dc.contributor.authorid59471299100en_US
dc.contributor.authorid58835080600en_US
dc.contributor.authorid59563043000en_US
dc.contributor.authorid59562707000en_US
dc.contributor.authorid56540900900en_US
dc.contributor.authorid59562023200en_US
dc.date.accessioned2025-03-03T07:44:40Z
dc.date.available2025-03-03T07:44:40Z
dc.date.issued2024
dc.description.abstractThis paper explores the efficacy of Process Approach Writing (PAW) Instruction as a transformative pedagogical tool for Low Proficiency Learners (LPL) in bridging the gap from mere keywords to coherent sentences. With a primary focus on LPL, this study investigates the role of Process Approach in nurturing the fundamental stages of writing development. The Process Approach methodically guides LPL through key stages, including Brainstorming, Mind Map-ping, Drafting, and Peer Feedback, thereby enabling them to witness their own growth as writers. The study underscores the significance of Process Approach in cultivating LPL?s critical thinking abilities, fostering creativity in idea generation, and providing a structured path to translate abstract concepts into tangible sen-tences. Furthermore, it embraces the notion that mistakes are a natural part of the learning process, encouraging LPL to learn through practice rather than striving for flawless essays. This research offers valuable insights into empowering LPL to navigate the complexities of writing by laying a solid foundation, equipping them with essential skills to bridge the gap from initial keywords to well-structured sentences. ? The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2024.en_US
dc.description.natureFinalen_US
dc.identifier.doi10.1007/978-981-97-4507-4_82
dc.identifier.epage758
dc.identifier.scopus2-s2.0-85218087852
dc.identifier.spage746
dc.identifier.urihttps://www.scopus.com/inward/record.uri?eid=2-s2.0-85218087852&doi=10.1007%2f978-981-97-4507-4_82&partnerID=40&md5=3d7ca9fa363d78aceef62427e820aadb
dc.identifier.urihttps://irepository.uniten.edu.my/handle/123456789/36788
dc.identifier.volume2024
dc.pagecount12
dc.publisherSpringer Science and Business Media Deutschland GmbHen_US
dc.sourceScopus
dc.sourcetitleLecture Notes in Educational Technology
dc.titleProcess Approach Writing Instruction for Low Proficiency Learners: Bridging the Gap from Keywords to Sentencesen_US
dc.typeBook chapteren_US
dspace.entity.typePublication
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