A Phenomenological Diagnosis of the ProDuct-based Instruction in EFL’s Writing Class: Barriers and Strategies to Tackle

This paper presents a phenomenological diagnosis of the implementation ProDuct-based Instruction (PDI) in EFL’s writing class Thailand contexts. PDI is new instructional method for teaching business English writing. Its key products that are tangible and appeal to human senses; product’s tangibility serves as scaffold help students generate ideas stimulate analysis interrogations. The study focused on first phase PDI, which were required learn inductively, was conducted explore barriers both learners instructors encounter while learning inductively researcher’s approach, discover possible solutions tackle with those barriers. Participants 3 Thai lecturers 60 from three government universities Thailand. Data collected through vignettes, participant observations, students’ written texts. Results indicate major implementing inductive contexts, include: reading grammar skills; inference skill; teachers’ expertise. suggests these barriers, include creating guided graphic organizer, providing formative assessment feedback students, organizing training teachers who want adopt their profession.