The Effects of Process Genre-Based Writing and Process Writing Approaches on Asian EFL Pre-University Students’ Writing Performance

Abstract

This study investigated the effects of process genre-based writing (PGBW) and process writing (PW) approaches on 40 Asian EFL pre-university students’ academic writing performance in a pre-university writing course. The study employed a quasi-experimental research design by dividing the participants in two classes with equal number: 20 students in the process genre-based writing class consisting of 9 males and 11 females, and 20 students in the process writing class comprising 8 males and 12 females. Students’ writing performances were examined using a comparison of their pre- and post-test writing scores. Data analysis revealed that students in both groups showed significant increases in their post-test writing performance after engaging in the PGBW and PW activities; however, learners in the PGBW class obtained higher average mean scores in the post-test writing compared to their peers in the PW class. A significant difference in the overall mean scores for the PGBW and the PW groups after the interventions was at p-value < .05 (t (38) = 3.17, p = .003). These results suggest that the PGBW approach had a greater positive effect on students’ writing performance. Implications of these findings for implementation of the PGBW approach are discussed.

The Asian Conference on Education & International Development 2024 Official Conference Proceedings

“…Third, the positive attitudes towards the analysis of model texts employed in the course could be attributed to the perceived practicality of such as activity in assisting them to become familiar with key textual and linguistic features of the target genre. Such findings are compatible with those of Kitajroonchai et al (2022), which indicated that learners found the analysis of model texts to be beneficial. Fourth, the personalized and positive teacher feedback provided on students' texts were favorable for the students because such teacher feedback could motivate students to continue writing despite the difficulty of the writing tasks, and the feedback also helped the students in acknowledging their improvement areas in writing.…”

“…This is similar to the findings of Zhang (2018), who reported that students expressed positive attitudes towards the interaction with peers in the process-genre writing class. Finally, the abundant opportunities for the students to practice English writing was identified as their favorable aspect of the course due to the fact that the students' insufficient English writing practice, which is congruent to the findings of Kitajroonchai et al (2022) that the process-genre lessons allowed students chances to practice English writing when being exposed to the recursive process of drafting and revising texts.…”

Effects of Process-Genre Approach on Students’ Writing Strategy Use in Paragraphs: Second-Year Wachemo University Students

“…In connection with current research, Chow [39] and Nakhon et al [67] showed how to assess the effectiveness of a process-genre approach in helping students develop writing strategies that improve their writing. Chen [66] further noted that writing strategy training can be integrated into EFL writing instruction and can have positive impacts on learners' strategic awareness and writing strategy use, as well as their writing performance.…”

Evaluating 2020-2021 and 2021-2022 GCSE English Exams and Exam Method against Related Curriculum Goals and Stakeholders’ and Experts’ Perceptions

“…could have assessed writing and still marking questions electronically if they had included 'scrambled sentence or paragraph questions and asked students to reorder them to form the right genre format.' Besides, it is confirmed that the sole nature of multiple-choice questions may not help with actual application of the writing process which necessitates brainstorming, planning, drafting, writing, editing, and revising (Kitjaroonchai, 2022;Seow, 2002;). The exams evidently do not require students to show these important abilities/processes.…”