Effects of integrating process approach with genre teaching-learning cycle on EFL students' writing development

Abstract

Purpose This study aimed to provide a new process-genre teaching framework that might serve as a guide for teachers in the classroom and evaluate its effectiveness in enhancing students' writing performance. Design / methodology / approach In this research, a quasi-experimental study was conducted to evaluate the effectiveness of this teaching framework in developing the writing skills and writing self-efficacy of EFL college-level students. Participants were drawn from classes of 30 students each at a private university in a less developed region of China. This study's instruments included pre-and post-test writing assessments and a writing self-efficacy scale. The pre-and post-test essays of the students were graded according to an analytical rubric comprising content, organization, grammar, vocabulary, and mechanics. In addition, their pre-test and post-test writing self-efficacy were evaluated using an established writing self-efficacy scale. Findings The experimental group demonstrated a statistically significant improvement in the five post-test dimensions. In addition, after the intervention, students' writing self-efficacy increased dramatically, which plays a vital role in the writing development of EFL students. Practical implications Practically, this study provides practitioners with valuable insights for fostering the writing development of EFL students. By emphasizing students' writing abilities and writing self-efficacy, teachers can improve students' writing performance. Therefore, the findings of this study are essential for formulating writing development strategies for EFL students. Originality / value In terms of the writing development of EFL students, the current study is an essential contribution to the existing body of literature. Integration of process approach and genre teaching-learning cycle has been studied infrequently in previous research. Similarly, this study is a quasi-experimental study representing an additional methodological contribution to the body of knowledge.