Based on the critical research paradigm and using a mix of methodologies, this
study examined student perceptions of the process approach used to teach writing.
A class of 19 ESL students in an academic writing class at a small university
paliicipated in the study. As collaborators in the study, they assessed their
personality types using the PET Type Check (Crantoll & Knoop, 1995) and tlleir
learning styles using Kolb'sLearning Styles Inventory (1976). Interviews,
classroom observations, and journals provided a data base for case studies llilQ
teacher reflection. Results indicated that students perceived the prewriting step of
brainstonning and peer review as most useful. Student perceptions of the tasks
and course and implications for theory and practice are examined.
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