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.

donné des interprétations autour de l´approche actionnelle qui invite les apprenants à être actifs et acteurs en leur propre apprentissage, et montrent qu´il aide les apprenants à prendre la résponsabilité de leur construction cognitive, et laisse leur imagination se mettre au service de leur apprentissage. De sa part, Shaïri (2009) a indiqué que la tâche dans une approche actionnelle, occupe une place importante dans la conception des activités d´apprentissage. Elle met les apprenants en situation d´apprentissage et de communication en les aidant à développer des strategies diverses et à augmenter leur motivation.

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The aim of this study is to investigate the effect of a web-mediated program based on the combination of the process approach and the genre approach on developing writing autonomy among prospective teachers at Sohag Faculty of Education. Participants of the present study consisted of forty-six students who were chosen randomly from third-year students enrolled in English section at Faculty of Education, Sohag University, Egypt. The design of the study is the two-group post-assessment design, (N=23) for the experimental group and (N=23) for the control group. Both groups were tested before and after the intervention. The instruments of the research included a writing autonomy scale (WAS) and the suggested web-mediated process genre (WMPG) -based program. Results of the research revealed a statistically significant difference between the mean score of the experimental group and that of the control group in the post test of WAS in favor of the experimental group. These results were ascribed to using a program based on the combination of the process approach and the genre approach via the facilities of the Internet.