Bridging the Gap between Filipino Students’ Expectations and Teaching Approaches in ESP Class
Susana Melon-Galvez Ph.D (c)

Abstract
What approaches do professors adopt to assist students with English writing? How can subject teachers help students understand the issues related to academic writing? How can we help students in the often-difficult process of writing itself? This study banks on text-based approaches to teaching general features of writing that characterize different text types; structure and rhetorical purposes of text types particularly at the aspects of writing that constitute register, including degrees of formality, the personal voice and linguistic accuracy process-based approaches to teaching writing, including the stages of prewriting, drafting and polishing a text. The researcher herself being a writing teacher found necessity to remediate students’ difficulties and at the same time influence their writing behavior in and out of the class. This drove her to investigate students’ involvement from active to less involvement to withdrawal or passive involvement to active involvement in writing assignments. This study examined the relationship and the gap between teaching approaches and the learning involvement of students from Bulacan State University, Philippines by examining students’ behavior in writing assignments required for classes. Through observation, the researcher hopes to see the gap between these students’ expectations on professors’ teaching approaches.

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