The Innovated Writing Process (IWP) Approach: A Rebuttal to Truscott's (1996, 1999, and 2007) and Ellis's (2009) View

Abstract

The Innovated Writing Process Approach (IWP) is a rebuttal to Truscott's (1996, 1999, and 2007) claim, that corrective feedback does not help L2 learners in the acquiring a second language (SLA), and Ellis’s (2009) concern about which type of feedback will work best with L2 learners. Is it direct or indirect, or metalinguistic feedback? The method used in this study indicates that metalinguistic feedback may be one of the most successful feedback types in helping L2 learners acquire second language linguistic items. The aim of this paper is to present a rebuttal to Truscott's (1996, 1999, and 2007) and Ellis's (2009) view.

Based on the shortcomings found in previous methods of teaching writing and following recent works in applied linguistics and second language acquisition on form-focused instruction, explicit teaching and learning, and types of feedback, the Innovated Writing Process (IWP) approach was designed. This is one of the findings of an empirical study in the context of Arab learners of English (ALEs). It is also an attempt to apply Sociocultural Theory in classroom settings and to show how input can be well-processed which, in turn, can develop the second language (L2) learners’ internalized grammatical system.