The Integration of Process Writing and Genre-Based Approach in Enhancing Thai Students' Narrative Writing Ability at University Level

Abstract

Writing is considered one of the most challenging aspects of English language learning and teaching, and my students have problem in writing. Therefore, it is an endeavor to seek ways for finding a solution to building up EFL learners’ foundation. The purposes of this study were twofold: (1) to investigate the effect of the integration of process writing and genre-based approaches in enhancing Thai students’ narrative paragraph writing ability, and (2) to investigate students’ attitudes towards the integration of process writing and genre-based approaches in enhancing Thai students’ narrative paragraph writing ability. The research design employed action research as a method of systematic inquiry with 15 first-year students selected by purposive sampling technique from English curriculum at a university in Sakon Nakhon. The research instruments were the pretest and posttest, the portfolio, the self-reflection paper, and the semi-structured interview. The data were analyzed using mean scores, and content analysis. The findings indicated a significant effect of the integration of process writing and genre-based approaches on the students’ narrative paragraph writing ability with 75.87 of the mean score for the posttest compared to 33 of the mean score for the pre-test. Furthermore, the participants showed positively attitudes towards the integration of process writing and genre-based approaches as it helped build their better understanding about how to effectively write a narrative paragraph through the steps of writing process. The finding suggests pedagogical implications for writing classroom practice and recommendations for further investigations.

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