The Effects of a Combination of Genre Analysis and Genre-Based Writing Teaching on Enhancement of Thai EFL Learners’ Argumentative Writing Proficiency
DOI:
https://doi.org/10.58837/CHULA.PPJ.39.11Keywords:
genre analysis, genre-based writing teaching, argumentative writing, writing proficiency, EFL learnersAbstract
As many learners struggle to develop their academic writing proficiency, researchers and scholars have proposed a myriad of teaching methods to help learners achieve their goal. The present study investigated the effects of a combination of genre analysis and genre-based teaching on the enhancement of argumentative writing proficiency of ten Thai final-year secondary school (Mathayomsusksa 6) EFL learners. In this study, the linguistic features and move structures of 33 argumentative essay samples purposively selected from Cambridge IELTS Preparation Books (Volumes 1-16) were analyzed using genre analysis (Swales, 1990) before the analysis results were incorporated into a 13-week period of argumentative writing instruction. A pre-test, immediate post-test, and delayed post-test were employed to yield quantitative data of gains in scores, while learners’ journals and semi-structured interviews provided qualitative data regarding learners’ argumentative writing. The findings of the study offer further empirical evidence that when genre analysis and genre-based writing teaching are combined into an instructional model, significant improvement in argumentative writing becomes apparent.
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