APPROACHES TO TEACHING ENGLISH WRITING SKILLS: A TWO-DIMENSIONAL STUDY FROM NAUSHAHRO FEROZE

Abstract

English writing remains a challenge for students due to limited exposure to modern instructional approaches. This study examines the teaching approaches used by English language teachers in government secondary schools in Naushahro Feroze, focusing on the contrast between product and process writing methods. Using a quantitative descriptive design, data were collected via surveys from 104 students and 32 teachers across eight schools in three Talukas. Analysis was conducted using SPSS, applying descriptive statistics and Pearson’s correlation. Findings reveal that while teachers are aware of the process approach, they predominantly use the product approach in classrooms. The study recommends integrating process-based writing methods into the curriculum to foster students' creativity, critical thinking, and reduce reliance on rote learning.