Investigating 6th Grade Bhutanese Students Self-Perceived use of Five Stages Writing Process and their Perception in Writing Essay

Abstract

Bhutanese writing curriculum was shifted to a process approach from product and the focus on this approach led to the introduction of the five stages writing process (FSWP). The FSWP is beneficial and many studies confirmed that it enhances the writing ability. However, many studies and reports have shared that Bhutanese students failed to perform good writing abilities. Therefore, this study aimed to investigate the self-perceived use of FSWP by 6th-grade Bhutanese students employing a survey questionnaire. Additionally, this study explored learners’ perceptions towards the self-perceived use of FSWP through semi-structured interviews. Towards these objectives, 33 6th-grade Bhutanese students of Gyelpoizhing Higher Secondary School were selected using a simple random sampling technique. Adopting a mixed method research design known as explanatory sequential design, the qualitative data confirmed the findings of quantitative data. The findings from the two research instruments revealed that the participant of this study uses FSWP at a high level when writing their essays. These findings strongly suggest that the concerned stakeholders, policymakers, and teachers must support the groundwork related to FSWP instruction in enhancing writing abilities. More importantly, the teachers should teach students when, where, and how to use FSWP.