Abstract
This study explored the feasibility of using a process-genre approach (PGA) for teaching academic writing from the perspective of EFL undergraduates. The sample consisted of 15 students enrolled in a four-year English program at the College of Education in Socotra, Yemen during the academic year 2018-2019. The study followed a pre-experimental design in which a pretest was given to the sample, and an extensive 30-hours program was pursued using the PGA. Additionally, ten informants were singled out for interviews to explore their opinions about the PGA-based teaching they experienced during the experiment. A Wilcoxon Signed Rank Test was used to calculate the degree of significance in students’ improvement on opinion essay writing (Z=3.408, p < 0.05) between the pretest and posttest in favor of the latter. The findings also revealed that students had positive perceptions towards the PGA that was applied by their instructors. The findings suggest that applying such an approach in writing courses could engage learners in writing practices that they view positively.
Highlights
One of the goals EFL learners aim to achieve is the mastering of academic writing to express themselves proficiently
The study delved into using the process-genre approach for teaching essay writing at the collegiate level
The study was limited to a pre-experimental design with a limited number of informants, the findings– not generalizable though– are vital to build on in further queries. They provide more evidence on the efficacy of the process-genre approach (PGA) that has been widely accepted in ESL and EFL contexts, and the context of the present study (Yemen) is not an exception
Summary
One of the goals EFL learners aim to achieve is the mastering of academic writing to express themselves proficiently. Even contributors to scholarly journals and academic gatherings such as conferences and symposiums subject their papers to peer review to get insights on their writing This is partially owing to the complex nature of the writing process. The product approach, rooted in audio-lingual teaching as an instructor-centered approach, highlights practicing syntactical and rhetorical drills It views writing as an imitation of certain patterns without an emphasis on the process of writing (Rusinovci, 2015). Concerns about how a text is written became the theme for the process approach This approach was unsatisfactory for many ELT experts, educators, and researchers (Ajmal, 2005; Arici & Kaldirim, 2015; Raimes, 1983, as cited in Zhang, 2018, Rusinovci, 2017). With the passage of time, communicative language teaching paved the way for a more comprehensive approach – the process-genre approach (PGA), which is the thrust of the current study
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