Effects of Process-Genre Approach on Students’ Writing Strategy Use in Paragraphs: Second-Year Wachemo University Students

Abstract

This study investigated the effects of a process-genre approach on EFL students’ use of writing strategies when writing paragraphs. To ensure the reliability of the writing strategy inventory questionnaire, Cronbach’s alpha was calculated. A quasi-experimental research design was used, and strategy questionnaires were used to collect data. The experimental and control groups were assigned using the lottery method. Independent and paired-sample t-tests were used to determine if there was a statistically significant difference due to treatment between the students’ before and after treatments. Before treatment, the students completed the writing strategy questionnaires, and after 12 weeks of treatment, they were given after-treatment questionnaires. The results revealed that students in the experiment group outperformed the control group in terms of using different writing strategies based on the process-genre approach. The study concluded that the process-genre approach could significantly improve students’ paragraph writing. Therefore, university-level English language teachers are strongly recommended to be aware of the role of the process-genre approach and to follow the process-genre model in improving their students’ use of writing strategies in writing paragraphs.