The Impact of Process Writing on Primary Pupils' Language Development in the Buea Municipality of the Fako Division, South West Region, Cameroon

The present study examines the influence of process-based writing instruction on the language development of primary school students in the Buea Municipality of the Fako Division, South West Region of Cameroon. A mixed-methods approach was employed, incorporating writing assessments, student writings, questionnaires, interviews, and teacher journals. The findings indicate that process-based writing activities had a positive impact on students' English writing abilities, particularly for middle and high-achieving students. Additionally, the process-based approach enhanced students' affective domains, such as motivation and confidence. This study provides insights for classroom teachers, specialists, and administrators on the benefits of implementing process-based writing instruction to support primary pupils' language development in the Buea region.