Process Genre Approach Research Articles

Does a Process-Genre Approach Help Improve Students’ Argumentative Writing in English as a Foreign Language? Findings From an Intervention Study

Many researchers have acknowledged the advantages of process-genre approaches to teaching writing in various genres in a foreign/second language (L2). However, empirical studies examining L2 learners’ performance within such a framework are still underrepresented. To fill the research gap, we investigated the effects of a process-genre approach to teaching argumentative writing on L2 learners’ writing improvement. Quasi-experimental in design, this intervention was conducted in two English classes at a university in China, with an intervention group receiving L2 writing instruction through the process-genre approach and the comparison group through a commonly practiced conventional approach. Pretest, immediate posttest, and delayed posttest measures were taken for gauging L2 learners’ writing performance through an argumentative essay writing task. All the essays were evaluated against a marking rubric in content, organization, vocabulary, language use, and mechanics. Results show significant increases in the intervention group’s performance in the immediate posttest and good effects retained in the delayed posttest 6 weeks later. Little improvement in the comparison group was found in the immediate posttest or the delayed posttest. Between-group comparisons indicate that the treatment group outperformed the comparison group in the immediate post- and the delayed posttests, as shown in their overall score and scores on the four components, particularly in content and organization.

The Effect of Process Genre Approach of Teaching Writing on Students’ Paragraph Writing Performance: The Case of Grade 11 Abay Minch Preparatory School Students

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

Process-Genre Approach for Teaching Writing of English Text

Although writing has been learned by students since they start to learn English language but it still become the most difficult skill to be acquired than speaking, reading and listening. It is possibility caused by the students have limitation of knowledge about writing roles, lack of vocabulary, lack of motivation, lack of master of language structure, and lack of ability in generating a topic. In addition, writing is also called as the most complexity skill and it can be seen from the process of writing, rules that must be followed by students, and the influence of non-linguistics factors during of writing activity. Therefore, students must be serious to acquire this skill. In this article, the writer would like to introduce a suitable approach to teaching writing of English texts through process-genre approach. After reading this article, the writer expects that this article can help English teachers to apply this approach for teaching writing of English texts at Junior and Senior High Schools in Indonesia.

The Effect of Using Wattpad on Process-Genre Approach towards Writing Achievement in Tertiary Level

<p class="Abstrak"><strong>Abstract:</strong> This paper presents the integration between the use of technology and conventional learning and teaching process. Taking advantage of technology in classroom like the use of Wattpad by integrating with process-genre approach helps students to make the classroom activities become more efficient. This objective of this paper is to show the effect of using Wattpad in teaching and learning process by integrating with process-genre approach towards students’ writing achievement. The treatment starts from pre-test, and end with post-test. The result in this study shows after the students teach by using Wattpad gain better writing achievement than before using it. </p><strong>Abstrak:</strong> Penelitian ini berisi tentang integrasi antara penggunaan teknologi dan pembelajaran konvensional pada proses pembelajaran. Mengambil kelebihan dari teknologi pada pembelajaran di kelas, seperti penggunaan Wattpad dengan mengintegrasikan pendekatan <em>Process-genre, </em>hal ini meningkatkan tingkat keefisiensian kegiatan pemblejaran di kelas. Penelitian ini bertujuan untuk melihat keefektifan penggunaan Wattpad yang diintegerasikan dengan pendekatan <em>process-genre</em> pada proses pembelajaran terhadap penacapaian menulis siswa. Penelitian yang dilakukan dimulai dari <em>pretest</em> dan diakhiri dengan <em>posttest</em>. Hasil dari penelitian ini menunjukkan siswa yang telah belajar menggunakan Wattpad memiliki pencapaian menulis yang lebih baik daripada sebelum menggunakannya.

The Effect of Using Wattpad on Process-Genre Approach towards Writing Achievement in Tertiary Level

Abstract: This paper presents the integration between the use of technology and conventional learning and teaching process. Taking advantage of technology in classroom like the use of Wattpad by integrating with process-genre approach helps students to make the classroom activities become more efficient. This objective of this paper is to show the effect of using Wattpad in teaching and learning process by integrating with process-genre approach towards students’ writing achievement. The treatment starts from pre-test, and end with post-test. The result in this study shows after the students teach by using Wattpad gain better writing achievement than before using it. Abstrak: Penelitian ini berisi tentang integrasi antara penggunaan teknologi dan pembelajaran konvensional pada proses pembelajaran. Mengambil kelebihan dari teknologi pada pembelajaran di kelas, seperti penggunaan Wattpad dengan mengintegrasikan pendekatan Process-genre, hal ini meningkatkan tingkat keefisiensian kegiatan pemblejaran di kelas. Penelitian ini bertujuan untuk melihat keefektifan penggunaan Wattpad yang diintegerasikan dengan pendekatan process-genre pada proses pembelajaran terhadap penacapaian menulis siswa. Penelitian yang dilakukan dimulai dari pretest dan diakhiri dengan posttest . Hasil dari penelitian ini menunjukkan siswa yang telah belajar menggunakan Wattpad memiliki pencapaian menulis yang lebih baik daripada sebelum menggunakannya.

Effect of Process-Genre Approach on Students’ Writing Skill: Timuga Preparatory School 11Th Grade in Focus

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

Using the Process-Genre Approach to Improve Fourth-Grade EFL Learners’ Paragraph Writing

Writing plays a significant role in language learning. Previous research has reported on the effectiveness of several approaches to develop writing skills to enhance writing competence, but little attention has been given to the paragraph writing of elementary students. The present qualitative action research study used artifacts, teacher’s journals, learner’s journals, and a focus group interview to collect data on the way the process-genre approach assisted fourth-grade EFL learners in writing well-structured narrative paragraphs. Data were analyzed using the grounded theory approach, showing that most of the participants managed to write well-structured paragraphs in which they developed only one idea and supported it without deviating from the subject. Learners also became aware of the role of the audience and the features of the narrative writing genre. The findings of the study lend support to the notion that the process-genre approach is an effective way for young learners to achieve the expected goal; hence, it could be more widely adopted in writing courses at the elementary school level.

Using the Process-Genre Approach to Improve Fourth-Grade EFL Learners’ Paragraph Writing

Using the Process-Genre Approach to Improve Fourth-Grade EFL Learners’ Paragraph Writing

Exploring EFL Learners’ Self-Efficacy in Academic Writing Based on Process-Genre Approach

This study explores the change of EFL learners’ level of self-efficacy in process-genre academic writing instruction. The teaching experiment was conducted for 14 weeks. A total of 59 graduate students participated in the experiment. Before the experiment, the results showed that the general level of EFL graduates’ self-efficacy in academic writing was relatively low. After 14 weeks of academic writing instruction conducted by the process-genre approach, participants’ self-efficacy improved significantly. In the interview, participants also reported an increasing level of confidence in academic writing. Based on the findings, implications of academic writing instruction to improve students’ self-efficacy are discussed in the paper.

Pen-and-paper or online? An academic writing course to teacher-trainees

This study attempted to examine the effectiveness of a writing course designed with the process genre approach and a blended learning approach (BLA) for teacher trainees, who are at the same time E...

Integrating Adapted Approaches of Writing Instructions With Alternative Assessment to Improve Academic Writing Ability

This study aims to find whether the adapted approaches of writing instructions and alternative assessment could improve the students’ academic writing ability. This classroom-based action research was initiated from the observation and reflection of the researchers as English academic writing instructors in tertiary education. It was observed that students had difficulties improving their academic writing ability. The preliminary investigations revealed that the problem was caused by the dependence on a single approach of instruction and summative assessment. Adapting the strengths of different approaches of writing instructions: the product approach, process approach, genre approach and process-genre approach, the intervention was designed. Alternative forms of assessment were integrated in the pedagogy for their potentials in promoting learning. Through the steps of plan, act, observe, and reflect of action research, data on benefits and shortcomings of the intervention were analyzed and used in reshaping the instructions. Results from the statistical analysis of the discrepancy between the pre-test and post-test revealed that the intervention significantly improved the students’ academic writing ability. Besides, the findings from multiple sources also showed that the students developed positive opinion towards this pedagogical approach. Finally, this study offers informed knowledge on factors to consider in using the adapted approaches of writing instructions.

On the Application of the Process-genre Approach to Teaching English Writing

The process-genre approach to teaching writing has been forward by Badger and White (2000), but how to apply this approach is a great challenge we meet. Based on the previous research on the nature of writing, this thesis explicitly explores the theoretical basis of this approach. And then the writer puts forward a series of teaching procedures based on Badger and White’s (2000) teaching model. Furthermore, this thesis presents the theoretical foundation and the strengths of these procedures.

A Corpus-based Discourse Information Analysis of Chinese EFL Learners’ Autonomy in Legal Case Brief Writing

Legal case brief writing is pedagogically important yet insufficiently discussed for Chinese EFL learners majoring in law. Based on process genre approach and discourse information theory (DIT), the present study designs a corpus-based analytical model for Chinese EFL learners’ autonomy in legal case brief writing and explores the process of case brief formation. The results show that in the stages of writing and self-assessment, learners can make full use of the corpus to obtain information, complete macro-information and micro-information output, and self-assess the specific legal register. The findings indicate that the realization of global coherence and local coherence in case briefs depends on discourse information output with appropriate language use. It is hoped that the study will help Chinese EFL learners build information awareness in legal writing and promote their language output and autonomous learning.

The Effects of the Process-Genre Approach on Korean EFL University Students’ Writing Abilities

The purpose of this study is to investigate a model for teaching English writing skills which is focused on the process-genre approach for Korean EFL...

The Impact of Explicit Writing Instruction Based on Process-Genre Approach on High School Students’ Writing

The Impact of Explicit Writing Instruction Based on Process-Genre Approach on High School Students’ Writing

A Process Genre Approach to Teaching Report Writing to Arab EFL Computer Science Students

<p>In the teaching and learning of EFL writing, the Process Genre Approach (PGA), an integration of the process approach and the genre approach, has recently received much attention worldwide. This approach, however, has not been given enough focus in the Arab EFL context. The purpose of this paper is twofold: to report an implementation of a process genre approach in teaching a report writing course; and to explore views of the Arab EFL students attending that course. The study employs two instruments for data collection: observation, for describing the implementation of the PGA; and a questionnaire specifically designed for eliciting students’ views. Participants are 17 students who attended a report writing course in a computer science department at a university in Yemen. A description of the implementation of the approach is presented in five main areas: preparation of form; preparation of genre; planning, drafting and revising; feedback; and teacher roles and scaffolding. The findings revealed positive views of computer science EFL students on using the process genre approach in teaching report writing. The study concluded with relevant implications and recommendations for Arab EFL writing teaching and research.</p>

HOW COMPUTER TECHNOLOGY TRANSFORMS WRITING PERFORMANCE: AN INTEGRATION OF THE PROCESS/GENRE APPROACH AND BLOGS IN EFL WRITING COURSES

This quasi-experimental research examined the effects of the process/genre approach (PGA) with the integration of blogs in EFL university-level students’ writing classrooms. This was a mixed-method study in which the participants’ essays and adopted questionnaires contributed to accumulating quantitative data while the interviews and observations provided qualitative data. The study took place over ten weeks at a university in central Taiwan in which paper-pencil instruction was applied in the control group, while blog instruction was employed for the experimental group. The students’ essays were computed by applying a paired-sample t-test, and the questionnaires were analysed by applying a Wilcoxon signed-rank test to determine whether there were any statistically significant differences in terms of the students’ writing performance and perceptions toward the PGA and blog writing after comparing the results of the pre-test and the post-test. The qualitative data was analysed to provide in-depth evidence to support the quantitative results. After the data analysis was completed, the paired-sample t-test demonstrated that there were significant differences in terms of the students’ writing performance in both groups, which demonstrates how the PGA developed the EFL university students’ writing performance. Because the students had more interactive opportunities to be exposed to the language inputs, this approach facilitated their English writing performance. The Wilcoxon signed-rank test presented that the students revealed positive attitudes toward writing blogs and also positive affections toward blog writing because they had higher levels of satisfaction and lower levels of apprehension when blogging. Moreover, there was a significant difference in terms of the factor of “learning with peers” in the control group since the PGA provided more interactive and communicative opportunities. The students also indicated greater understanding about their writing samples in the experimental group, since they were allowed to refer to the instructional contents on the blogs anytime and anywhere.

THE USE OF PREWRITING METHODS TO DEVELOP EFL STUDENTS’ COMPETENCE IN WRITING

The process approach becomes a choice for teachers to apply in the writing class rooms since this approach focuses on the connection of the writing topics to the students’ experiences which makes the writing tasks meaningful to students (Yan, 20014). In process approach, students’ composition is a product that should go through several stages: prewriting, writing, and post writing. In prewriting, there are several interesting activities that can be done in to improve students’ writing skill: asking questions, discussing an interesting topic, taking notes, free writing, clustering, brainstorming, grouping, doing buzy group, outlining, completing notes based on pictures, making a list, making idea map, categorizing, and classifying (Oshima and Hogue, 1997; Harmer, 2004, Huizenga, et al., 1990). Some research have proved the significant role of process writing to improve students’ skill in writing, Ho (2006) conducted a research on the effectiveness of using process approach in writing to primary school students of upper level and lower level through pre and post test, questionnaire, interview, and observation and found that process writing was able to develop the writing abilities and students’ attitude towards writing in all levels of students. Hasan & Akhand (2010) in their research combine the product approach and the process approach to teach ESL students in Bangladesh and revealed that the combination of the two approaches facilitate students to do writing tasks. Badger and White (2000) in Yan (2014) combine the process approach and the genre approach which he called process genre approach in their study and reported that this approach helped students study the relationship between purpose and form for a particular genre while they follow the stages in process writing: prewriting, drafting, revising, and editing. Using these steps develops students’ awareness of different text types and of the composing process.

Developing Research Paper Writing Programs for EFL/ESL Undergraduate Students Using Process Genre Approach

<p>Research Paper Writing (RPW) plays a key role in completingall research work. Poor writing could lead to the postponement of publications. Therefore, it is necessary todevelop a program of (RPW) to improve RPW ability for EFL/ESL writers, especially for undergraduate students in Higher Education (HE) institutions, which has caught less attention of curriculum developers so far. Therefore, this studyaims to determine the core components of (RPW) program perceived as essential for EFL/ESL undergraduate studentsusing Process Genre Approach (PGA) to develop a program of RPW. The Delphi Technique (DT) was used to validate those components through the interviews of experts including two boards of ten experienced and qualified lecturers of TESOL and curriculum studies in Can Tho University (CTU) in Vietnam and UniversitiSains Malaysia (USM). The results revealed that the corecomponents of RPW programfor EFL/ESL undergraduate students were determined and confirmed. This paper is therefore believed to make a great contribution to practical applications for RPW program developers, lecturers, undergraduate and postgraduate students in EFL/ESL contexts.</p>

Teachers' Perceptions on the Effectiveness of a Process Genre Approach on the Writing Skills of Students with Dyslexia

Teachers' Perceptions on the Effectiveness of a Process Genre Approach on the Writing Skills of Students with Dyslexia