Exploring the Strength of the Process Writing Approach as a Pedagogy for Fostering Learner Autonomy in Writing Among Young Learners

Learner autonomy is widely recognized as a desirable educational goal in second or foreign language learning. However, the generality of the concept often makes it difficult to either nurture or measure the related traits. The present study focused on learner autonomy in the area of writing, exploring the use of the process approach as a means to foster its development in terms of students’ emerging writing skills. The study was conducted in the naturalistic settings of three secondary school ESL writing classrooms in Hong Kong involving 70 student participants. Data gathered quantitatively with a questionnaire and qualitatively through self-assessment forms, learners’ journals and case studies suggest that the process approach can reduce students’ reliance on the teacher and their tendency to seek help from others, while leading to growth in their metacognitive knowledge about writing and their knowledge of themselves as writers. These developments are all signs of the emergence of learner autonomy in these young ESL writers. Overall, the findings suggest that the process approach can bring about similar changes in young writers despite variations in the cultural backgrounds and teaching beliefs of its implementers. It is argued that the strength of the process approach may lie in the stimulation of the growth of autonomous skills and attitudes in writing in young learners, and such a strength should be recognized by language educators who view learner autonomy as a major educational goal.