the need to communicate through writing is significantly increasing as a result
of a more intense human and institutional interaction. The globalization and
the development of the information technology is another factor that urges the
need to exchange information and meet the needs through written communication.
The competence of writing remains on the core of language consolidation as
regarded in the Albanian language curricula. According to national and
international reports, Albanian students face difficulties in their ability to
express themselves in writing. This article aims to analyze these difficulties
and address issues that make this process complex for students. Data for this
study were collected through analysis of four students’ essays, taken by
students taught with the “process approach” and the “product approach”.
Additionally, interviews were carried out with focus groups organized with
fifth graders of a 9-year school in Tirana. The findings prove that pupils, who
have been taught with the “process approach”, have better attainment compared
to pupils taught with the “product approach”. According to pupils’ answers,
teachers in public schools continue to teach writing in the traditional way.
This kind of approach limits teachers’ access to monitor and assist pupils in
their efforts to improve. The study focuses on the evolution of the writing
process as well as the strategies and techniques used during these stages. The
study will serve teachers of Albanian language to review their approach to
teaching writing and consider the benefits of the constructivist approach, that
of teaching and learning to write in process.
constructivist approach, writing skills, writing as a product, writing as a process, the achievement of pupils