Process Genre Approach Research Articles

Effects of grading rubrics on EFL learners’ writing in an EMI setting

Despite considerable evidence that supports the use of grading rubrics (GRs) as tools for written corrective feedback, there is a paucity of research that investigates which of the different types of GRs best develops learners' International English Language Testing System (IELTS) writing scores in English as a medium of instruction (EMI)-contested settings. This study attempted to explore which rubric types (i.e., holistic, ESL composition profile, correction code, and IELTS) best assist English as a Foreign Language (EFL) learners in writing proficiency and which type leads to improving IELTS scores when such practice is embedded in EMI-disputed settings. Therefore, 351 male and female Saudi EFL learners were recruited to participate voluntarily. These participants were distributed equally among four groups corresponding to rubric type. For almost four months, the participants were exposed to a process-genre approach in which they were required to draft topics based on the comments received from their peer colleagues and teacher. The comments provided depended on the rubrics specified for their group type. The participants' pretest, midterm, and posttest scores were analyzed using one-way analysis of variance, t-tests, and paired samples t-tests. The results revealed that the ESL composition profile developed gradually, followed by the correction code group. However, the holistic groups did not improve. The tests were also assessed by specialists using the IELTS rubric. The findings revealed that the IELTS groups outperformed the other groups in all tests, followed by the female group in the ESL composition profile in the posttest. Meanwhile, other groups failed to improve. We discussed the results, considering the importance of GRs for improving EFL learners’ scores. Finally, we outlined the pedagogical implications for writing teachers in EMI settings. This study aimed to contribute to the growing research on EMI in relation to GRs, especially in the context of tertiary education in Saudi Arabia.

Writing pedagogy in higher education: The efficacy of mediating feedback with technology

Background: Research in the field of writing pedagogy within higher education has extensively examined the significant roles that feedback plays in the development of students’ writing skills. However, comparative studies that investigate the efficacy of teacher-provided written and oral feedback, both with and without the aid of technology, remain scarce. Such research is crucial for understanding the impact of different feedback modalities on student learning and could inform best practices in educational settings.Objectives: This research, which was part of a larger study, specifically examined the impact of teacher-provided feedback—both written and oral—on the development of students’ writing skills. We conducted this evaluation within the framework of the process-genre approach, comparing the outcomes of technology-facilitated feedback with traditional methods of delivery. The study sought to determine which forms of feedback, technology-mediated or otherwise, are the most effective in enhancing students’ writing proficiency.Method: It used a sequential explanatory design, selecting 28 first-year students from a veterinary international programme through purposive sampling. The participants were divided into control and experimental groups. Data collection methods included written and oral feedback surveys, pre-test and post-test evaluations, formative essay assessments, and participant interviews.Results: The experimental group, receiving technology-mediated teacher feedback through writeabout.com, demonstrated significantly better writing skills compared to the control group with a conventional lesson plan. Students found the technology-mediated written feedback efficient and precise, but faced language proficiency challenges and sought more personalised interaction. There was a strong positive correlation between this feedback and various aspects of writing achievement, including task response, coherence, lexical resources, and grammatical accuracy.Conclusion: The research highlights the significance of a balanced feedback provision strategy that accommodates the varied preferences of students.Contribution: It adds to the wider conversation on efficacious writing pedagogy within Thai Higher Education, spotlighting the beneficial effects of technology-mediated feedback as part of the process-genre approach.

Process-Genre Approach: Iranian EFL Learners’ Argumentative Writing as an Example

Comparing the effect of implementing process versus process-genre approach on Iranian EFL students’ argumentative writing was the primary aim of the study. Three discourse features were selected for analysis (i.e., organizationpattern, coherence, and cohesion). In a quasi-experimental design, ninety-two EFL learners (from a subject pool of 117) were selected based on the BABEL test at upper-intermediate level in the age range of 18-36. The chosen participants were randomly allocated to an experimental group (N = 47) given process-genre approach instruction and a control group (N = 45) that was instructed utilizing the process approach. Then, two post-tests were taken: one right away and the other later. The results showed that the distinction between the two groups regarding three discourse features was statistically significant and the effects of process-genre approach retained in delayed post-test. The findings suggested that the integration of genre with writing processes can enhance Iranian EFL learners’ argumentative writing. The pedagogical implications of the study are also discussed. Keywords: Argumentative Writing, Coherence, Cohesive devices, Organization patterns, Process-Genre Approach.

Effectiveness Of The Process-Genre Approach In Writing Instruction On The Narrative Essays Of ESL Students

The significance of writing in language learning and development is undeniable and this is recognised globally. Among Malaysian secondary school students, the recognition of subpar performance, especially in English essay writing, highlights the need for a comprehensive reassessment of teaching methods. This study's primary goal is to investigate the influence of ‘training Malaysian ESL students in applying process-genre writing knowledge and strategies, particularly’ within the context of narrative essays. The focus is on evaluating the efficiency of process-genre-oriented writing instruction in enhancing students' proficiency in organizing and developing content, critical aspects of proficient essay writing. The research design employed in this study is quasi-experimental, encompassing both a pre-test and post-test. Thirty students from a Form Four class in a suburban secondary school engaged in process-genre-oriented writing practices over a 10-week period. The research aims to shed light on the benefits of incorporating process-genre writing approaches into Malaysian ESL classrooms and their subsequent impact on students' writing skills. The findings indicate a positive impact of the process-genre approach on students' writing skills.

The Application of Process-genre Writing Approach in Senior High School English Writing Teaching

The objective of this research is to improve the writing abilities of students through a concentrated emphasis on before-writing information input, information output in writing, post-writing reflection. The conceptual framework of the process genre approach informed the design of the course. The framework outlines the developmental stages of learners, beginning with the acquisition and understanding of knowledge, followed by its analysis, and culminating in the application of knowledge in a creative manner. Aiming at improve leaners’ writing skills, this thesis explores the feasibility and application of process-genre writing in senior high school English writing teaching based on the input and output theory of English teaching, guided by the models of process-genre writing approach.

Exploring the status of argumentative essay writing strategies and problems of Iranian EFL learners

The present study explores the status of argumentative essay writing strategy use and identifies the problems a convenient sample of Iranian EFL learners face while writing argumentative essays in English. Adopting a complementary process-genre approach and a mixed-methods research design, the researcher designed a genre-specific argumentative essay-writing strategy use questionnaire and pilot-tested it in an essay-writing course. The necessary data were collected using the designed questionnaire, students' argumentative texts written in the classes and their responses to the open-ended survey and semi-structured interviews. The results indicated a rather low status of strategy use in the sample since the students mostly depended on their previous writing competencies rather than following the conventions of working on this new genre of writing. The results of the open-ended survey, semi-structured interviews, and the analyses of students' argumentative texts indicated significant problems in the students' essay writing performance, categorized as cognitive, linguistic and discourse, and psychological problems, which were further attributed to the newness and complexities imposed by this genre of writing, students’ inadequate linguistic and discourse competence and their inefficient use of writing strategies. Finally, it was suggested that to assist the students in writing better argumentative texts, writing instructors must ensure students have a fundamental understanding of what an argument is, including the components like claims, evidence, warrants and counterarguments, and encourage critical thinking by teaching students how to evaluate evidence, find logical fallacies and analyze the strengths and weaknesses of different arguments. They also need to share well-written argumentative essays as models for students to analyze and learn from, incorporate strategy instruction in their practices, offer further opportunities for writing and practicing in this genre of writing, and provide appropriate scaffolding and timely feedback on the students’ argumentative writing performance.

Effects of Process-Genre Approach on Students’ Writing Strategy Use in Paragraphs: Second-Year Wachemo University Students

This study investigated the effects of a process-genre approach on EFL students’ use of writing strategies when writing paragraphs. To ensure the reliability of the writing strategy inventory questionnaire, Cronbach’s alpha was calculated. A quasi-experimental research design was used, and strategy questionnaires were used to collect data. The experimental and control groups were assigned using the lottery method. Independent and paired-sample t-tests were used to determine if there was a statistically significant difference due to treatment between the students’ before and after treatments. Before treatment, the students completed the writing strategy questionnaires, and after 12 weeks of treatment, they were given after-treatment questionnaires. The results revealed that students in the experiment group outperformed the control group in terms of using different writing strategies based on the process-genre approach. The study concluded that the process-genre approach could significantly improve students’ paragraph writing. Therefore, university-level English language teachers are strongly recommended to be aware of the role of the process-genre approach and to follow the process-genre model in improving their students’ use of writing strategies in writing paragraphs.

Scripting success: a systematic literature review of the process genre approach for writing in Asian education

The problem and the aim of the study. In the 21st century, the process genre approach has gained prominence among various writing methodologies. Numerous scholars have scrutinized its impact on writing within diverse educational settings. However, the extensive body of research makes it challenging to distil current theories, dependent variables, instruments and teaching methods for writing in Asian education. By doing so, it aims to uncover contemporary theories, effective practices, and relevant pedagogical techniques, contributing valuable insights to enhance writing education in this context. Research methods. The primary methodology employed in this study is the systematic literature review method, renowned for its rigorous approach to gathering, evaluating, and synthesizing existing research. The process initiates with comprehensive data searching across authoritative academic databases renowned for their scholarly rigour and reliability from 2019 to 2023, specifically Scopus, Wiley, Taylor and Francis, Emerald and Sage. A deliberate preference for these databases over more expansive platforms like Google Scholar underscores the commitment to selecting high-quality and peer-reviewed articles. The review process encompasses several stages, commencing with the meticulous screening of titles and abstracts to ascertain alignment with predefined inclusion and exclusion criteria. Subsequently, the selected articles undergo a thorough examination, enabling a nuanced analysis of their content. The culmination of this methodological rigour culminates in a comprehensive report that distils key findings, ultimately contributing substantively to the scholarly discourse in Asian education writing instruction. Results. Within the confines of this systematic literature review, the researchers have successfully identified and meticulously scrutinised a total of nine pertinent theoretical frameworks that are intricately intertwined with the approach to PG writing. Furthermore, it has been ascertained that a total of 19 scholars have employed 12 distinct dependent variables in their respective research endeavours. The analysis conducted in this study has also yielded a comprehensive categorisation of instruments, which encompasses six distinct categories. This categorisation provides valuable insights into the various methodological approaches that have been utilised by scholars in their research on the topic of PG writing. By means of a rigorous examination of pedagogical and compositional methodologies, this synthesis has unveiled overarching foundational principles, encompassing preparation, modelling, planning, joint construction, independent construction, and revision, thereby encapsulating the comprehensive terrain of PG writing research. Conclusion. In summary, this systematic literature review serves as a highly valuable and indispensable tool for forthcoming scholars who are venturing into the realm of research pertaining to PG studies. The comprehensive findings encapsulate a wide range of interconnected theories and frameworks, a multitude of dependent variables examined, a variety of instruments employed, and intricate observations regarding teaching methodologies employed in the domain of PG writing research. The compilation of essential elements presented herein serves as a valuable resource for scholars seeking to engage in PG writing research. It facilitates the seamless identification and addressing of research gaps, while offering a comprehensive overview of the current research trends within this particular domain.

Development and validation of Questionnaire for Self-regulated Learning Writing Strategies (QSRLWS) for EFL learners

Abstract Drawing on a proposed theoretical framework that integrates a social cognitive perspective of self-regulation and a process genre approach to L2 writing, this research describes the development and validation process of a new instrument, Questionnaire for Self-regulated Learning Writing Strategies (QSRLWS). QSRLWS was validated with satisfactory psychometric qualities. Nine hundred eighty Chinese university EFL learners participated in the study (N = 960 after data screening). The study first described the questionnaire development process and adopted exploratory factor analysis to validate the factorial structure with half of the sample (n = 480). It further confirmed the structure with confirmatory factor analysis with another half of the sample (n = 480). Model comparisons confirmed a four-factor second-order structure in which QSRLWS comprised 12 SRL writing strategy types into four dimensions of strategy groups, i.e., metacognitive, cognitive, social, and motivational/affective regulation. Predictive validity of these strategies on students’ English writing performance was also reported. Theoretical and pedagogical implications are discussed.

Revisiting the Process-Genre Approach to Teaching L2 Writing from an Action Research Perspective

Revisiting the Process-Genre Approach to Teaching L2 Writing from an Action Research Perspective

The Application of “Process-genre Approach” Teaching Method in Senior High School English Writing Teaching

The Application of “Process-genre Approach” Teaching Method in Senior High School English Writing Teaching

Analysis on the Application of the Process Genre Approach in the Teaching of Continuation Task in Senior High School

Analysis on the Application of the Process Genre Approach in the Teaching of Continuation Task in Senior High School

Teaching Activities for English Writing: Based on a Process Genre

The objective of this research is to improve the writing abilities of students through a concentrated emphasis on discourse patterns, content, coherence, and language suitability. The conceptual framework of the process genre approach informed the design of the course. The framework outlines the developmental stages of learners, beginning with the acquisition and understanding of knowledge, followed by its analysis, and culminating in the application of knowledge in a creative manner. Furthermore, it provides precise directives for the implementation of said principles. An academic curriculum that is based on genre should include a comprehensive understanding of discourse genres and their intricate characteristics. Proficiency in language and expertise in the subject matter are necessary for teachers to effectively utilize genre analysis in the field of education. The results indicate that educators should underscore to pupils that the attainment of English language proficiency entails the cultivation of communicative proficiency in diverse settings, alongside the acquisition of reading and writing proficiencies.

Rhetorical Structure Theory: Towards Writing with a Sense of Purpose

In recent years, different writing researchers have stressed the importance of integrating text-based and reader-based approaches in writing instruction to enable EFL learners to write both coherently and purposefully. However, combining these two basic features in students’ writing remains a challenging task for both students and teachers. Given this challenge, the present paper describes a model of writing instruction that combines text-based and reader-based features based on both Rhetorical Structure Theory and the process genre approach to improve EFL learners’ writing quality.

Facilitating L2 writers' metacognitive strategy use in argumentative writing using a process-genre approach.

This paper reports on an empirical study that examined changes in L2 writers' perceived use of metacognitive strategies after receiving a process-genre writing instruction. Following a mixed-methods approach, this study was conducted in two intact College English classes at a university in China. Participants were 72 first-year undergraduates, with an experimental group (n = 40) taught by the process-genre writing approach and a comparison group (n = 32) receiving conventional writing instruction. A Likert-scale questionnaire was used to examine students' changes in their conceptualized metacognitive strategies. Think-aloud protocols were conducted to gain an in-depth understanding of students' application of metacognitive strategies and genre knowledge in performing writing tasks. Findings revealed that the process-genre instruction had a significantly positive impact on the "considering the audience" factor, and students' conception of the audience was clearer and more diversified. An in-depth analysis of the think-aloud protocols showed that the participants incorporated the acquired metacognitive strategies and genre knowledge in completing writing tasks, with more pre-task planning time focused on both global and local aspects. Students' metacognitive monitoring also shifted from surface-level lexical and grammar regulation to discourse-level text control.

Classroom Evaluation: Learners’ Perspectives on The Teaching Approach in A Second Language Writing Course

Second language writing instructors remain to experience a great deal of difficulty to find the most effective approach for assisting students to the improvement of second language (L2) writing. Teachers might claim that they have provided their students with everything they require and that they have utilized the most effective method for the teaching tasks. By doing an explanatory mixed-method on students’ personal learning experiences, the study suggests that the teachers in the L2 writing subject are to adopt the process-genre approach, by incorporating real-context materials. The teacher also could improve students' understanding of the varieties and functions of text by exposing them to authentic texts. In addition to that, using the process-genre approach, learners might have a more relevant and sensible writing instructions. Therefore, the implementation of a reflection study to evaluate an L2 writing course has yielded valuable information for language instructors, particularly writing instructors, informing them of the most appropriate method to use in the second language classroom.

Explicit strategy-based instruction in L2 writing contexts: A perspective of self-regulated learning and formative assessment

Recent studies have pinpointed the critical and optimal role of self-regulated learning (SRL) in strategy instruction in second/foreign language (L2) research. To provide empirical grounding for developing self-regulated, strategic learners, this study developed an integrated model of SRL strategy instruction which was integrated with formative assessment and a process-genre approach and then examined its effects on L2 writing quality and motivational beliefs. This was a quasi-experimental research design, in which the experimental group received a 16-week SRL strategy instruction while the comparison group received a regular writing course over the same time period. Pretest, posttest, and delayed posttest of writing performance were conducted to examine students’ changes in writing quality in terms of content, organization, vocabulary, language, and mechanics. A self-report questionnaire was administered to both groups in the pretest and the posttest to investigate the development of motivational beliefs (i.e., task value, intrinsic goal orientation, extrinsic goal orientation, control of learning beliefs, and self-efficacy of learning and performance). Results of mixed factorial ANOVAs revealed the experimental group outperformed the comparison group in the overall writing scores and the subscores (e.g., content, organization, vocabulary, and language) in the posttest and the delayed posttest. In addition, the intervention helped students develop a higher level of task value, extrinsic goal orientation, control of learning beliefs, and self-efficacy of learning and performance. Data collected from reflective journals showed that EFL students reported increased levels of self-regulated, strategic behavior as a results of engaging in classroom formative assessment activities. • Formative assessment promotes effects of self-regulation instruction. • Self-regulation strategy intervention improved L2 writing quality. • The intervention improved students’ task value and extrinsic goal orientation. • The intervention helped students develop active control of their learning beliefs. • The intervention helped students become more self-efficacious in learning to write.

Exploring the Impact of Process-genre Approach on Learners’ Academic Writing and Higher Order Thinking Skills

Background. The study of using process-genre approach that was used to increase the writing competence had been conducted by many researchers. However, the contirbution of this learning approach for HOTs aspects has not been done by many researchers, especially on learning writing Indonesian
 Purpose. Many studies only focused on one research approach, consequently, the finding was not quite comprehensive. Besides, to examine the effect of process-genre approach on academic writing competence and HOTs, this research also aimed to explore attitude and students’ expectation on their learning experience by using this approach.
 Method. The research used a sequential, mixed-method explanatory approach. Two grades were randomly chosen to enroll in the experimental class and a monitoring class of up to 52 students. The individual is a member of the Indonesian language education department who is currently taking the writing 1 course at the Bengkulu University, Indonesia. There are two instruments used in this analysis, the writing test & HOTs test for Quantitative statistics and semi-structured qualitative data interviews. The data from the writing test and the HOTs were quantitatively analysed for the paired sample t-test, the stand-alone sample t-test and the MANOVA, while the interview data were analysed using thematic analysis techniques.
 Results and Implications. The results have found that process-genre approach had a substantial positive effect on scholarly writing and student HOTs. Besides, thematic research also reveals that there are favorable views and expectations of students regarding the influence of the process-genre approach towards academic writing and student HOTs. This finding is iexpected to enrich knowledge about how students could enhance their writing ability and HOTs by using process-genre approach.

Learning English as a Foreign Language Writing Skills in Collaborative Settings: A Cognitive Load Perspective.

Learning to write in a foreign language is a complex cognitive process. The process-genre approach is a common instructional practice adopted by language teachers to develop learners’ writing abilities. However, the interacting elements of procedural knowledge, linguistic knowledge, and generic knowledge in this approach may exceed the capacity of an individual learner’s working memory, thus actually hindering the acquisition of writing skills. According to the collective working memory effect, it was hypothesized that teaching writing skills of English as a foreign language by adopting a process-genre approach in collaborative conditions could lead to better writing performance, lower cognitive load, and higher instructional efficiency. The reported experiment compared learning writing skills of English as a foreign language in individual and collaborative instructional conditions from a cognitive load perspective, a rarely adopted approach in this field. The results indicated that the collaborative instructional condition was more effective and efficient than the individual instructional condition in improving the quality of written products as well as in optimizing the cognitive (working memory) load experienced by the learners. Measures of cognitive load were used to support the cognitive load theory’s interpretation of the results, which is the unique contribution of this research study to the field.

Impacts of Process-Genre Approach on EFL Sophomores’ Writing Performance, Writing Self-Efficacy, Writing Autonomy

Background: In literature, process-genre approach may be a favorable alternative for writing classes these days, assisting student writers in building up linguistic, cognitive, and sociocultural competency of writing. However, the contribution of this approach to fostering EFL writing learning has not been extensively probed in the context of Vietnam. Purpose: This paper aimed at attesting the impact of the target approach on the Vietnamese EFL students’ writing performance, writing self-efficacy, and writing autonomy. Method: Thanks to convenience sampling technique, a group of 38 EFL sophomores from an intact class at a Vietnamese private university was recruited as one experimental group undergoing a nine-week writing course within process-genre approach. Grounded by quantitative design, the instruments of this study involved one writing entry test, one writing exit test, and two questionnaires. The data were analyzed by computing Paired Samples T-tests through SPSS version 26.0. Results: The results indicated that process-genre approach enhanced the tertiary students’ overall writing performance to some extent, empowered their self-efficacy of writing ideation, conventions, self-regulations, and positively reinforced their awareness and behaviors of writing autonomy. Implication: The study contributed to a better understanding of the practicality of applying process-genre approach into EFL writing pedagogy in Vietnam, and then implications could be proposed to strengthen the quality of EFL writing instruction utilizing this eclectic approach in the Vietnamese tertiary context.