Using a process-genre approach model supported by videos for the development of the writing competence in EFL student teachers: A Faculty Learning Community strategy

Abstract

This action research study analyses the writing outcomes of four-levels of English Pedagogy students. These students developed their writing competence in Linguistic competence courses implemented with a process-genre approach model supported by educational videos. The English Pedagogy Faculty Learning Community, a collective that engages in reflective practice, designed and implemented this innovation; considerations of the challenges of teaching diverse students, the national English proficiency standards required at the end of the program and students' characteristics were addressed in this experience. The focus on writing competence emerges as a response to program diagnostic assessment showing that this was one area where XX English Pedagogy students struggle the most. Student-teachers' writing test results at the end of the term were compared to expected outcomes; moreover, a focus group was conducted to identify students' insights regarding the use of educational videos. The results show that most students in all four levels using the process-genre model improved their writing performance, especially in content and organization. Besides, students perceive that videos help contextualize their writing process and contribute as a support resource embedded in classroom activities.