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

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.