The Comparison between the Process-oriented Approach and the Product-oriented Approach in Teaching Writing The Case of Moroccan EFL Students in Preparatory Classes for the Grandes Ecoles

Writing is an important language skill, and learning to write not easy endeavour, especially for English as a foreign (EFL) students. An effective EFL writing instruction, therefore, plays significant role in helping students deal with problems efficiently approach tasks effectively. Based on this premise, the present study aims at investigating effect of two alternative approaches, process product, Moroccan students’ performance find out which these approaches more effective. It explores instruction based Hayes’ (2012) recent model that responded both critiques 1980-s original Flower Hayes new ideas, adds layers research instruction. To end, participants were divided into groups, A B, they all took pre-test before treatment. For three months (two hours per week), group received academic argumentative was product-oriented, while B taught model. After treatment, post-test. The analysis collected data revealed showed improvement their compositions compared counterparts, provides evidence process-oriented enhancing than product-oriented approach. In light findings, some pedagogical recommendations suggested.