The Effects of Process Genre-Based Writing and Process Writing Approaches on Asian EFL Pre-University Students’ Writing Performance
DOI:
https://doi.org/10.17507/jltr.1304.19Keywords:
process genre-based writing, process writing, writing performance, Asian EFL pre-university students, EFL studentsAbstract
This study investigated the effects of process genre-based writing (PGBW) and process writing (PW) approaches on 40 Asian EFL pre-university students’ academic writing performance in a pre-university writing course. The study employed a quasi-experimental research design by dividing the participants in two classes with equal number: 20 students in the process genre-based writing class consisting of 9 males and 11 females, and 20 students in the process writing class comprising 8 males and 12 females. Students’ writing performances were examined using a comparison of their pre- and post-test writing scores. Data analysis revealed that students in both groups showed significant increases in their post-test writing performance after engaging in the PGBW and PW activities; however, learners in the PGBW class obtained higher average mean scores in the post-test writing compared to their peers in the PW class. A significant difference in the overall mean scores for the PGBW and the PW groups after the interventions was at p-value < .05 (t (38) = 3.17, p = .003). These results suggest that the PGBW approach had a greater positive effect on students’ writing performance. Implications of these findings for implementation of the PGBW approach are discussed.
References
Ahmad, S. Z. (2020). Cloud-based collaborative writing to develop EFL students’ writing quantity and quality. International Education Studies, 13(3), 51-64. https://doi.org/10.5539/ies.v13n3p51
Bacon, E. D., Satienchayakorn, N., & Prakaiborisuth, P. (2021). Integrating seamless learning within a peer-assisted learning center to develop student English academic writing skills. rEFLections, 28(2), 147-167.
Badger, R., & White, G. (2000). A process genre approach to teaching writing. ELT Journal, 54(2), 153-160. https://doi.org/10.1093/elt/54.2.153
Chen, W. (2019). An exploratory study on the role of L2 collaborative writing on learners ’subsequent individually composed texts. The Asia-Pacific Education Researcher, 28(6), 563-573. https://doi.org/10.1007/s40299-019-00455-3
Coulmas, F. (2013). Writing and society: An introduction. New York: Cambridge University Press.
Curry, M. J., & Hewings, A. (2003). Approaches to teaching writing. In C. Coffin, M. J. Curry, S. Goodman, A. Hewings, T. M. Lillis & J. Swann (Eds.), Teaching academic writing: A toolkit for higher education (pp.19–44). London, UK: Routledge.
Darus, S., & Subramaniam, K. (2009). Error analysis of the written English essays of secondary school students in Malaysia: A case study. European Journal of Social Sciences, 8(3), 483-495.
Dirgeyasa, I. W. (2016). Genre-based approach: What and how to teach and to learn writing. English Language Teaching, 9(9), 45-51. http://dx.doi.org/10.5539/elt.v9n9p45
Dobao, A. F. (2014). Attention to form in collaborative writing tasks: Comparing pair and small group interaction. Canadian Modern Language Review, 70(2), 158-187. https://doi:10.3138/cmlr.1768
Folse, K.S., & Pugh, T. (2019). Great writing 5: From great essay to research (5th Ed.). Boston, MA: National Geographic Learning/Cengage Learning.
Gebhard, M. (2019). Teaching and researching ELLs’ disciplinary literacies: Systemic functional linguistics in action in the context of US school reform. Vanderbilt Avenue, New York: Routledge.
Gibbons, P. (2014). Scaffolding language, scaffolding learning: Teaching English language learner in the mainstream classroom. (2ndEd.). Portsmouth, New Hampshire: Heinemann.
Hasan, M. K., & Akhand, M. M. (2010). Approaches to writing in EFL/ESL context: Balancing product and process in writing class at tertiary level. Journal of NELTA, 15(1-2), 77-88.
Huang, Y., & Jun Zhang, L. (2020). Does a process-genre approach help improve students’ argumentative writing in English as a foreign language? Findings from an intervention study. Reading & Writing Quarterly, 36(4), 339-364. https://doi.org/10.1080/10573569.2019.1649223
Humphrey, S., & Macnaught, L. (2011). Revisiting joint construction in the tertiary context. Australian Journal of Language and Literacy, 34(1), 98–116.
Hyland, K. (2003a). Genre-based pedagogies: A social response to process. Journal of Second Language Writing, 12(1), 17-29. https://doi.org/10.1016/S1060-3743(02)00124-8
Hyland, K. (2003b). Second language writing. Cambridge: Cambridge University Press
Hyland, K. (2007). Genre pedagogy: Language, literacy and L2 writing instruction. Journal of Second Language Writing, 16(3), 148-164. https://doi.org/10.1016/j.jslw.2007.07.005
Hyland, K. (2011). Learning to write: Issues in theory, research and pedagogy. In R. M. Manchon (Ed.), Learning to write and writing-to-learn in an additional language (pp. 17–35). Philadelphia: John Benjamins.
Jacobs, H. L., Stephen, A., Zingkgraf, D. R., Wormuth, V., Faye, H., Jane, B., & Hughey, J. (1981). Testing ESL composition: A practical approach. Rowley, MA: Newbury House.
Kitjaroonchai, N., & Suppasetseree, S. (2021a). A case study of ASEAN EFL learners’ collaborative writing and small group interaction patterns in Google Docs. English Language Teaching, 14(5), 89-108. https://doi.org/10.5539/elt.v14n5p89
Kitjaroonchai, N., & Suppasetseree, S. (2021b). Online collaborative writing via Google Docs: Case studies in the EFL classroom. Journal of Language Teaching and Research, 12(6), 922-934. https://doi.org/10.17507/jltr.1206.08
Lantolf, J. P. & Thorne, S.L. (2007). Sociocultural theory and second language learning. In: VanPatten, B. and Williams, J., Eds., Theories in second language acquisition: An introduction (pp. 197-221). Mahwah, New Jersey: Lawrence Erlbaum
Leki, I., Cumming, A., & Silva, T. (2008). A synthesis of research on second language writing in English. New York: Routledge.
Li, Y., & Deng, L. (2019). I am what I have written: A case study of identity construction in and through personal statement writing. Journal of English for Academic Purposes, 37, 70-87. https://doi.org/10.1016/j.jeap.2018.11.005
Martínez, J., López-Díaz, A., & Pérez, E. (2020). Using process writing in the teaching of English as a foreign language. Online Submission, 4(1), 49-61. https://doi.org/10.32541/recie.2020.v4i1.pp49-61
Matsuda, P. K. (2001). Voice in Japanese written discourse: Implications for second language writing. Journal of Second Language Writing, 10(1), 35-53. https://doi.org/10.1016/S1060-3743(00)00036-9
Mohamadi, Z. (2018). Comparative effect of online summative and formative assessment on EFL student writing ability. Studies in Educational Evaluation, 59, 29-40. https://doi.org/10.1016/j.stueduc.2018.02.003
Nordin, S. M., & Mohammad, N. (2017). The best of two approaches: Process/genre-based approach to teaching writing. The English Teacher, 11, (35), 75-85.
Polio, C., & Williams, J. (2009). Teaching and testing writing. In M. H. Long & C. J. Doughty (Eds.), The handbook of language teaching (pp. 486-517). West Sussex, UK: Wiley-Blackwell.
Qiu, X., & Lee, M. K. (2020). Regulated learning and self-efficacy beliefs in peer collaborative writing: An exploratory study of L2 learners’ written products, task discussions, and self-reports. System, 93, 1-15. https://doi.org/10.1016/j.system.2020.102312
Racelis, J. V., & Matsuda, P. K. (2013). Integrating process and genre into the second language writing classroom: Research into practice. Language Teaching, 46(3), 382–393. https://doi.org/10.1017/S0261444813000116
Rusinovci, X. (2015). Teaching writing through process-genre based approach. US-China Education Review, 5(10), 699-705. https://doi:10.17265/2161-623X/2015.10.006
Thongchalerm, S., & Jarunthawatchai, W. (2020). The impact of genre-based instruction on EFL learners’ writing development. International Journal of Instruction, 13(1), 1-16. https://doi.org/10.29333/iji.2020.1311a
Ueasiriphan, T., & Tangkiengsirisin, S. (2019). The Effects of genre-based teaching on enhancement of Thai engineers’ technical writing ability. International Journal of Instruction, 12(2), 723-738. https://doi.org/10.29333/iji.2019.12246a
Worden, D. (2019). Developing L2 writing teachers’ pedagogical content knowledge of genre through the unfamiliar genre project. Journal of Second Language Writing, 46, 1-12. https://doi.org/10.1016/j.jslw.2019.100667
Yanguas, I. (2020). L1 vs L2 synchronous text-based interaction in computer-mediated L2 writing. System, 88, 1-11. https://doi.org/10.1016/j.system.2019.102169
Zhang, Y. (2018). Exploring EFL learners’ self-efficacy in academic writing based on process-genre approach. English Language Teaching, 11(6), 115-124. http://doi.org/10.5539/elt.v11n6p115
Zhang, Z.V., & Hyland, K. (2018). Student engagement with teacher and automated feedback on L2 writing. Assessing Writing, 36, 90-102. https://doi.org/10.1016/j.asw.2018.02.004
