Abstract
This study was administered to examine the effects of process-genre instruction in the EFL writing class. It also explored the incorporation of rhetorical moves and steps on their essay. Besides, a perception of students on the effectiveness of intervention was assessed. It was delimited at 11 th grade Timuga Preparatory School. To this end, quasi-experimental design was employed. Section A (N=42) and C (N=41) were participants of the study as an experimental group (EG) and control group (CG) respectively using Simple random sampling technique. The EG was exposed for process-genre intervention while the CG received the usual writing instruction. Two research instruments were used to collect data: pre-post intervention writing test and interview. The experimental and controlling procedure was done accordingly. Grade 11 English students textbook was used as an instructional material both for EG and CG. Independent samples t- test was employed to compare the test scores of the two groups at the pre-post test and a paired samples t- test for inter group comparison. Moreover, both qualitative and quantitative methods of data analysis were also employed. Based on the findings of this study, process-genre writing instruction proved to be a helpful instructional method to EFL writing classes. Students showed an attempt in employing rhetorical moves and steps in the process of composition. Student’s perception towards process-genre writing instruction was positively affected. EFL teachers should be technical and knowledgeable in employing the instruction in their writing classroom. Finally, further research is recommended to investigate the effects of the process-genre based writing instruction from different perspectives as an instructional technique in EFL writing classroom by extending the intervention time. Key word s: Writing skill, Process writing, Genre writing, process-genre Approach DOI : 10.7176/RHSS/9-3-02
Highlights
Background of the StudyThe various instructions employed in EFL classroom can determine the language proficiency of learners
When the process approach is joined with the genre approach, students are familiar with the language features that characterize the type of academic writing expected of them
It is inferred that the control group (CG) and experimental group (EG) were almost the same in their writing ability
Summary
Background of the StudyThe various instructions employed in EFL classroom can determine the language proficiency of learners. There were paradigm shifts on writing skill and its approach. There was a move from the spotlight on writing as a product to that of a process is one of the major significant transformations in teaching writing (Kroll, Diaz-Rico & Weed, 2002; Hyland, 2003; Jarunthawatchai, 2010). The process approach advances students’ writing ability, it has limitations (Kim & Kim, 2005). The genre approach appeared as an alternative view of teaching writing. A genre-based approach as involvement had students performing better in writing than those exposed to the process approach (Hyland, 2007; Nueva, 2016). When the process approach is joined with the genre approach, students are familiar with the language features that characterize the type of academic writing expected of them
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