A METHODOLOGICAL MODEL OF THE FIVE-STEP WRITING PROCESS IN LANGUAGE LITERACY TEACHING
A METHODOLOGICAL MODEL OF THE FIVE-STEP WRITING PROCESS IN LANGUAGE LITERACY TEACHING

Summary/Abstract: This paper provides an overview of the five-step writing process as a methodological model in language literacy teaching, starting from the understanding of writing as a complex, gradual, and learning-dependent process. Rather than focusing solely on the final written product, the paper emphasizes the writing process itself and its methodological value in developing students’ language and communication competencies. The five-step writing process—idea generation, planning, drafting, revising, and publishing—is presented as an open and flexible methodological framework, adaptable to different age groups and instructional contexts, in both primary and subject-based teaching. Each stage of the process is examined from a didactic and methodological perspective, with particular attention to its role in classroom practice and its contribution to the development of language literacy. Special attention is given to the teacher’s role as an organizer, guide, and source of support throughout the writing process, as well as to the active role of students, who through process-oriented writing develop skills in planning, self-reflection, and responsibility for their own texts. The paper emphasizes the importance of adapting instructional activities to students’ age, prior knowledge, and interests, and of creating a supportive environment for writing. The paper also considers the potential role of modern digital tools, including artificial intelligence, in the writing teaching process, reflecting on their possibilities for supporting both students and teachers, as well as on the challenges and ethical aspects of their use. Viewing writing as a process enables continuous improvement of written expression, encourages peer and self-assessment, and contributes to more meaningful and functional language learning. The aim of the paper is to highlight the methodological potential of process-oriented writing and to affirm the five-step writing process as a pedagogically grounded and applicable model in contemporary language literacy teaching, with consideration of modern digital tools and their integration possibilities

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