Abstract
This study investigates the impact of explicit instruction in writing using a genre-based approach (GBA) on Saudi EFL students. It examines emergent themes derived from learner interviews and assesses teachers' awareness of employing this pedagogical approach. Conducted at Prince Sattam bin Abdulaziz University (PSAU), the mixed methods study involved 32 EFL learners and 4 teachers from the BA program. A specifically designed intervention aimed to train teachers in genre-based essay writing instruction. Results indicate a significant improvement in students' writing performance, with scores increasing from 12.97 in the pretest to 14.90 in the post-test (Sig. = .000). Students reported heightened confidence in utilizing GBA for writing, while teachers displayed a positive disposition towards adopting efficacious methods to enhance student writing skills, despite potential gaps in their knowledge of recent developments in ELT.
| Original language | English |
|---|---|
| Pages (from-to) | 295-301 |
| Number of pages | 7 |
| Journal | Journal of Language Teaching and Research |
| Volume | 16 |
| Issue number | 1 |
| DOIs | |
| State | Published - 1 Jan 2025 |
Keywords
- EFL learners
- essay writing
- genre-based approach
- teaching
