Technology has altered communication style from face to face to written communication. An increased participation in chats, blogs, and other forms of social media along with a growing trend to work from home or to study on-line has increased the need to perfect academic written communication. Lithuanian students who have been trained in product approach are in desperate need to enhance skills in creativity, self-expression, independence and criticality, skills that can be taught through a process or a post-process approach to writing. An overview of product, process, and post-process approach suggests that second language learners trained in process or post-process approach display significant advantages in academic writing compared to students trained in product approach. Writing has been neglected as a skill for several reasons in Lithuanian English classrooms, yet the demand for academic writing in today’s world is increasing in accelerated speed. Process and post-process approach provides necessary skills that have been highly neglected in ESL teaching in Lithuanian schools and universities.
Atkinson, D. (2016). Second Language Writing and Culture. In R. M. Manchón &P. K. Matsuda (Eds.), Handbook of Second and Foreign Language Writing (pp. 545–566).
Arteaga-Lara, H. M. (2017). Using the Process-Genre Approach to Improve Fourth-Grade EFL Learners’ Paragraph Writing. Latin American Journal of Content and Language Integrated Learning, 10(2), 217–244.
Badger, R. &G. White. 2000. A process genre approach to teaching writing. ELT Journal, 54(2), 153–160.
Belcher, D., &Braine, G. (1995). Academic Writing in a Second Language: Essays on Research and Pedagogy. Ablex Publishing Corporation.
Bloch, J. (2007). Abdullah’s Blogging: A Generation 1.5 Student Enters the Blogosphere. Language Learning &Technology, 11(2), 128–141.
Breuch, L. K. (2003). Post-Process ‘Pedagogy’: A Philosophical Exercise. In V. Villanueva &K. L. Arola (Eds.), Cross-Talk in Comp Theory: A Reader (pp. 97-125).
Celce-Murcia, M. (2000). Teaching English as a Second or Foreign Language (3rd ed). Heinle &Heinle.
Collier, V. P. (1989). How Long? A Synthesis of Research on Academic Achievement in a Second Language. TESOL Quarterly, 23(3), 509–531.
Cummins, J. (2016). Reflections on Cummins (1980), The Cross-Lingual Dimensions of Language Proficiency: Implications for Bilingual Education and the Optimal Age Issue. TESOL Quarterly, 50(4), 940–944. DOI https://doi.org/10.1002/tesq.339.
Česnienė, Z. (2015). Rašymo įgūdžių tobulinimas taikant studentų tarpusavio vertinimo metodą. Pedagogy, 120(4), 61–72
De Freitas Villas Boas, I. (2014). Process Writing in a Product-Oriented Context: Challenges and Possibilities. Revista Brasileira de Lingüística Aplicada, 14(2), 463–490.
Ellis, R. (2002). The Place of Grammar Instruction in the Second/Foreign Curriculum. In E. Hinkel &S. Fotos (Eds.), New Perspectives on Grammar Teaching in Second Language Classrooms (pp. 17–34).
Ferguson, G. (2012). Barbara Seidlhofer: Understanding English as a Lingua Franca. Oxford University Press, 2011. Applied Linguistics, 33(4), 463–465.
Hairston, M. (2002). The Winds of Change: Thomas Kuhn and the Revolution in the Teaching of Writing. In D. Jolliffe, D. Keene, M. Trachsel, &R. Voss (Eds.), Against the Grain: A Volume in Honor of Maxine Hairston (pp. 29–44).
Hashemnezhad, H. (2012). A Comparative Study of Product, Process, and Post-process Approaches in Iranian EFL Students’ Writing Skill. Journal of Language Teaching and Research, 3(4), 722–729. DOI doi:10.4304/jltr.3.4.722-729.