A Review of The Effectiveness of Process-Oriented English Writing Strategies in Higher Education

Abstract The process-oriented is recognized as an effective English writing strategies. While it has been widely implemented in Western educational settings for many years, universities in Asia, such as Vietnam, China, and Malaysia predominantly rely on the product-based writing approach for teaching English as a foreign language (EFL). The current review seeks to analyze EFL research on writing skills to explore the benefits of adopting the process-oriented approach in English language learning. By reviewing and synthesizing findings from prior studies, this review aims to provide insights into how process-oriented writing impacts university students’ writing proficiency. The current review serves as a resource for EFL instructors at universities and other institutions interested in this method for teaching English writing. Additionally, the conclusions drawn from this study can guide future empirical research investigating the effectiveness of the process-oriented English writing strategies in enhancing university students’ English writing skills. Keywords: Process-oriented writing, English as a foreign language (EFL), English writing skills, university students, Product-based writing