Process vs. product: Arabic and english writing classrooms in Oman

Rahma Al-Mahrooqi*, Christopher J. Denman

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingChapter


Learning how to write has long been perceived as an extremely complex and demanding task. Perhaps as an acknowledgement of this complexity, writing instruction in the Arab world in both English and Arabic has traditionally occurred in teacher-centred classrooms where product-oriented approaches dominate. However, recent reforms in many countries in the region, including in Oman, have favoured a more process-oriented approach to writing instruction in both languages. Despite this, much of the current research raises questions about whether more process-oriented approaches to writing are actually being implemented. This chapter, therefore, examines whether more process-or product-oriented approaches are being employed in English and Arabic writing classrooms in Omani schools. Results indicate that, despite the Basic Education curriculum in Oman stipulating a process approach to writing in English and Arabic, instruction in both languages tends to be more product-oriented, especially in English classrooms.

Original languageEnglish
Title of host publicationMethodologies for Effective Writing Instruction in EFL and ESL Classrooms
PublisherIGI Global
Number of pages17
ISBN (Electronic)9781466666207
ISBN (Print)1466666196, 9781466666191
Publication statusPublished - Oct 31 2014

ASJC Scopus subject areas

  • Arts and Humanities(all)
  • Social Sciences(all)


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