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The current study investigated the effects of a suggested Web-Mediated Process Genre (WMPG)-based Program on developing the writing skills of EFL majors. Participants were third year EFL majors enrolled in Sohag Faculty of Education. The two-group post-assessment design was utilized in the experiment, (N=23) for the experimental group and (N=23) for the control group. Materials and instruments of research included a test of EFL writing skills (WT) and the suggested WMPG-based program. The experiment was conducted at the beginning of the first term of academic year 2017-2018. The results revealed that there were statistically significant differences between the mean scores of the experimental group and the control group on the post-WT in favor of the experimental group. These results revealed that the suggested WMPGbased Program brought about significant gains in the writing performance of participants. Therefore, the suggested WMPGA-based program was recommended to be integrating into EFL writing instruction.

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he aim of the present research was to investigate the impact of utilizing the corpus approach on developing EFL writing skills among student teachers. The participants of the study consisted of third year English section students enrolled in Faculty of Education, Benha University (N=23). The study followed the one-group pre-post test design. In addition, it was a mixed-research study including both quantitative and qualitative methods for collecting and analyzing the data in order to enhance the credibility of the research findings. The instruments of the present study were divided into two parts: (1) instruments used for quantitative analysis including: an EFL writing test and a rubric to score it and (2) instruments used for qualitative analysis including: a Semi-Structured Interview (SSI), a Questionnaire of Corpus Use (QOCU) and an Evaluative Questionnaire (EQ). Furthermore, the researchers analyzed the essays and paragraphs written by the students as an assignment at the end of some sessions, in addition to self-reports written by the students about when and how they used the corpus in their writing. A Corpus-Based Program (CBP) was implemented to the participants during the second semester of the academic year 2014/2015. Results of both the quantitative and qualitative analysis revealed that the participants' EFL writing skills were developed significantly as a result of the CBP. Therefore, the corpus approach was recommended to be integrating into EFL writing instruction.