The Effects of Process-Genre Approach on Writing Performance and Writing Anxiety of Thai EFL University Students

Abstract

Many researchers have recognized the benefits of using process-genre approach to teach writing in various genres in EFL contexts. However, there remains a lack of empirical studies investigating EFL learners’ performance within this approach. This study seeks to address this gap by examining the effect of a process-genre approach on EFL learners’ writing performance and writing anxiety, specifically in the expository essay. Utilizing a quasi-experimental method, this research provides empirical support for the application of process-genre writing instruction in EFL settings.

This quasi-experimental study was carried out in two intact classes at a Thai university, involving 70 second-year undergraduate students. Over a period of fourteen weeks, the experimental group (n=37) received instruction through the process-genre approach, while the control group (n=33) was taught using the process approach. Students’ written texts were assessed in both pre- and post- tests using a rubric that evaluated content, organization, vocabulary, language use, and mechanics. A writing anxiety questionnaire developed by Cheng (2004) was administered to measure the writing anxiety of participants in the experimental group before and after the intervention. Semi-structured interviews with six students (2 high, 2 moderate, 2 low performers) explored their perspectives on the approach’s impact. Quantitative data were analyzed using paired and independent samples t-tests, while qualitative data underwent thematic analysis.

The results demonstrated the effectiveness of the process-genre approach in improving students’ writing performance across all writing aspects (content, organization, vocabulary, language use, and mechanics). Additionally, the experimental group significantly outperformed the control group in the post-test in content, organization and vocabulary. However, no significant differences were observed in language use and mechanics. In terms of writing anxiety, the results revealed the effectiveness of the process-genre approach in reducing writing anxiety across three types of writing anxiety: somatic anxiety, cognitive anxiety, and avoidance behavior. The qualitative results showed that aspects of the process-genre approach, consisting of audience awareness, genre awareness, multiple drafts, collaborative learning, peer feedback, and teacher feedback contributed to improving students’ writing performance and reducing writing anxiety.

These findings are discussed in terms of how PGA instruction can enhance students’ writing performance and the aspects of PGA that influence their writing performance and writing anxiety. Finally, theoretical, methodological, and pedagogical implications are addressed.

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