The results suggested that both approaches have significant effects towards narrative writing skills. It is consistent with the findings
from the previous studies, which also proposed positive effects following the implementation of the approaches in improving the
quality of writing skills (Janopoulos, 1986; Tsang, 1996; Dale, 1994; Hood and Bloom, 1979) as well as the acquisition of the language
(Krashen and Biber, 1988).
Pedagogical Implications
The implication from this study is that LEA and ERA are significantly beneficial approaches, and it is highly recommended for the approaches to be implemented in English language teaching and learning. The nature of LEA as a skill-integrated and
communicative approach (Hall, 1970) is one of the strengths that it possesses, thus being beneficial towards the improvement and
performance of the language learners. Furthermore, the role of teacher in modelling the strategies needed in writing, as proposed by
Faigley, et. al., 1985; Hood & Bloom, 1979; Dale, 1994,
Graves, 1994; also benefit the learners in improving
their capabilities and performance in the assessment.
Thus, teachers could make use of this approach in the
teaching of writing, while at the same time integrating
the other language skills. In-group discussion among
the pupils with experience sharing session about selected topics followed by brainstorming for the writing
process could be one good example of the implication
of this approach in language classroom.
In the other hand, as suggested by Gibson,
Eleanor and Levin (1975); ER provides the opportunities for the learners to be more independent in their
process of learning. Thus, this approach could benefit learners, especially those with good proficiency to
venture into more challenging way in discovering and
learning things hence the inculcation of self-interests
and motivation among them. As the application in language classroom is concerned, teachers could apply this approach in writing class, perhaps to the learners with good proficiency
level; where independent learnin