The Practice and Effect of a Workshop Approach to Teaching English Writing in ESL Composition Courses
Liang-Chen Lin, Ernest J. Enchelmayer

Abstract
The qualitative case study was used as the basis of research method to examine the practice and effect of a Workshop approach to teaching English writing in an ESL composition course. Eleven (n=11) college ESL students were involved in an eight-week ESL composition course of spring semester. Classroom observations, interviews and artifacts were collected and analyzed for this case study. Findings revealed that the majority of ESL students in this sample made progress in their English writing via the practice of writing workshops in the composition course. Findings also unfolded that writing instruction using a Workshop approach successfully enhanced students’ writing competence to meet the requirement of the college for starting or continuing college courses.

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