The Effects of Process-Genre Approach on Academic Writing

Rabiat Ajoke Alabere,Aspalila Shapii

doi:10.21070/jees.v4i2.2598

Rabiat Ajoke Alabere, Aspalila Shapii

Open Access

https://doi.org/10.21070/jees.v4i2.2598

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Abstract

This study intends to find out the effectiveness of Process-genre Approach (PGA) on academic writing in English as a second language Students' essay writing. The purpose of this paper is to determine how far this current global approach can be of benefit for the development of academic writing skills of the university students who are learning English as a second or foreign language. The participants were subjected to pre-test and post-test before and after intervention respectively. The experimental group was taught with the Process-genre approach while the control group was taught with the product (traditional) approach. The two groups went through 6 weeks of training with the differ- ent approach. The participants are university undergraduate students. The groups had 40 students for each. The data was analyzed by using analysis of Covariance (ANCOVA) to compare the scores of the experimental group with that of the control group. The findings of the study show that, the experimental group outperformed the control group proving that PGA is effective in teaching academic writing in tertiary institutions. The participants are homogeneous at the beginning of the intervention with no significant difference in the pre-test scores of the two groups while there is significant difference in the post test of the two groups. The PGA group scored higher than the PA group proving that there is an impressive performance of the students in academic essay writing of the PGA group of students. Therefore, PGA is an effective approach to teaching academic writing if properly applied.

Highlights

Academic writing skill is an issue of concern and contention in higher education at university all over the globe
Two English lecturers who are colleagues of the researcher and are senior lecturers with 10 and above years of experience were employed to assist the researcher in carrying out the intervention: one lecturer for the experimental group using process-genre approach and the second teacher handled the control group
The following are the research hypothses addresssed in the study to find out the effects of process genre approach on academic writing; H1: There is no significant difference in the essay writing of the degree students of CAILS when taught using the product and process-genre approaches in terms of the content of the write-up

Summary

Introduction

Academic writing skill is an issue of concern and contention in higher education at university all over the globe. According to Fauziah and Rahim (2015) , to fulfill the requirement of higher certificates writing essay, class assignment, thesis, write exams and articles as part of evidence that students have mastered academic writing course contents and master programmes of their interest. The content, discourse, knowledge and general ability to reason and criticize are issues of contention in academic writing. University students are expected to learn the skills of academic writing based on their learning program mes in the university, the students are often expected to write thesis on topics of their choice in the learning programme, produce or write for assessment especially at the postgraduate level Adedimeji (2012). According to Sani (2016), lecturers are conceptualizing the purpose and nature of academic writing of students and the quality teaching and learning the skills of composition in academic writing

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