The Effects of Product Approach on Language Preparatory School Students` Writing Score in an Academic Writing Course

A wealth of research has evaluated the effects varied types approaches in Academic Writing courses. However, there been an ongoing discussion on prioritizing one them. In this regard, study examined product-based approach Score language preparatory school students over 16 weeks using pre-test and post-test. Considering aim, 50 were split into two groups as control or experimental group through systematic sampling method. Experimental exposed to product approach, whereas engaged process approach. Each student wrote about 1 topic biweekly amounting 8 topics during study. Quantitative data analyzed by IBM SPSS 23 independent sample t test paired test. Independent post results recorded .000 respectively, indicating that highly significant differences group. On other hand, students` progress was not enough. Likewise, questionnaire interview analysis a part qualitative show supported more when compared process-based Findings may have some insightful points for educators who covering managing courses at universities around world.