Examining the Four-Stage Writing Process and Students’ Learning Outcomes in EFL Setting

Abstract

This study examines the implementation of the four-stage writing process—prewriting, organizing, drafting, and revising—and its impact on students’ learning outcomes in an EFL writing classroom at the senior high school level. Using qualitative methods, including classroom observation, student interviews, and document analysis, the study highlights the teacher’s role in facilitating the writing process through clear instruction and both individual and whole-class feedback, guided by a process-based approach. Findings reveal that the writing strategies were effectively implemented by the teacher. After undergoing a series of structured writing stages, students demonstrated increased writing awareness, as reflected in the improved coherence, structure, and clarity of their writing. Additionally, students showed greater interest and motivation in engaging with writing tasks. However, the study also found that peer feedback—although a key component of process-based instruction—requires structured training, as it demands specific skills that many students have not yet fully developed. The study highlights the need for process-based teaching that provides focused guidance throughout each stage of writing.