Abstract
The main objective of this study was to investigate the effect of process genre approach of teaching writing on preparatory school students’ writing performance. Quasi-experimental pre-test post-test research design was employed. From nineteen sections of grade eleven ten sections were randomly selected and took pre-test to select two intact groups. Based on the test results, two homogeneous groups were identified. Process genre and the product approaches were used for the experimental and the control groups, respectively. Structured data collection instrument had been used for primary data collection. Finally, one sample t test, independent samples t-test and paired t-test had been applied to check if any improvement had happened in writing skill. To check the mean difference in the area of writing One Way ANOVA had been applied. Outcome showed almost equal results for both control and test groups with value of 4.93 and 4.40 respectively. Nevertheless, after the treatment, the findings indicated that the experimental group significantly outperformed (p<.05) as compared to the students in the control group which showed the supremacy of process-genre approach over the product approach to teaching writing. The post-test mean results for the experimental and control groups were 5.35 and 4.24, respectively. Therefore, the major findings of the study revealed that process genre approach significantly helped the students to improve their paragraph writing skills in EFL classrooms. Besides, the results of the study showed that process genre approach has significant effect on improving students writing components of organization and mechanics. Ultimately it has been highly recommended to faculties for using the process genre approach with an aim to upgrade paragraph writing skills of pupils. Keywords:Process genre, measurements, mechanics, product oriented, process oriented
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