Reflection on post-process pedogogy

As Applebee (1986) pointed out, “there is almost always a gap between educational theory and educational practice, and process approaches are no exception”. Also, some researchers, Allaei & Connor (1990), Carson and Nelson (1996), Delpit (1995), Gee (1990, 1996), and Ramanathan and Kaplan (1996) argued that the process pedagogy brought disadvantages to the non-mainstream writers. In Taiwan, the “product-oriented” and “teacher-centered pedagogy” are greatly emphasized because of the constraints, like institutional mandate. Thus, “process-oriented” and “student-centered pedagogy” revealed the difficulties to conduct in the classrooms, especially for the junior high school and senior high school students under the “test-oriented culture”. There is no enough time for students to express their experience, and it is time-consuming for teachers to do the activities, such as pre-writing, drafting, peer-review, feedback, and revising. In addition, not all of the students are capable of the proficiency in L2 writing. How can these students provide useful suggestions for their peers? Thus, I still need to consider the following questions. Is the process pedagogy better than the current-traditional rhetoric? How do teachers implement process pedagogy in their writing classes under such a test-oriented instruction? How do teachers assist students to improve their writing abilities?