Abstract
Through the triangulated study, it was found that the Chinese EFL learners perceived reading and writing quite differently before and after the implementation of the process genre approach and they viewed this new teaching approach in a much more positive manner. The study also showed that there existed significant differences between the EFL learners’ reading and writing performance in the pretests and posttests which suggests that the learners’ generic competence was much enhanced over the treatment of the process genre approach. Meanwhile, two major characteristics were observed in the process of the development of the EFL learners’ generic competence in reading and writing. The results of the study were discussed as well in this chapter.
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