Effects of Process-Genre Approach on Writing Anxiety among English Academic Writing Learners in Pakistan

Abstract

<jats:p>Writing ability is a prerequisite to be successful in academic pursuits. Pakistani student writers experience a range of issues, including psychological, cognitive, social, and linguistic when they write. Writing instructors need to use appropriate teaching strategies and methodologies to tackle writing-related issues (Khan &amp; Zaki, 2018). Most of the Pakistani ESL writing students are educated through the stereotypical teacher-centered Product Approach focuses on the memorization of ready-made answers. As a result, the learners face great challenges; ESL writing Anxiety is one of the major challenges (Gopang, Bughio, &amp; Pathan, 2018). The aim of this quasi-experimental study based on predominantly the post-positivist and the marginally pragmatic philosophical framework is to explore the effects of the Process-Genre Approach (PGA) on writing anxiety among ESL intermediate/pre-university students in Pakistan. The research tools were included to collect data: Second Language Writing Anxiety Inventory (SLWAI), 22-item multidimensional questionnaire, and interviews to investigate the effects of the experiment on writing apprehensions. Data were collected before and after the designed academic writing module based on the Process-Genre approach and pair sample t-test was applied to yield statistically significant results showing that average writing anxiety score was reduced from 77.17 to 66.72 among control group and from 73.57 to 50.25 among the experimental group. Quantities data collected through interviews were analyzed using thematic analysis also supplement that the treatment was effective to reduce writing anxiety.</jats:p>

Using Genre-Based Approach to Develop EFL Faculty of Education Students’ Recount Writing Ability and Reducing

“…These results are consistent with results obtained from similar studies (e.g. Harpiansi, 2023, Saksono, 2022, Ajmal & Irfan, 2020.…”

“…to write a text based on their learnt experiences. In this stage, certifying students" abilities to understand the features of a certain genre such as the communicative purpose, structure element of the text, grammatical patterns and relevant vocabulary usage, is so crucial (Hyland, 2007, Haryanti & Farnia, 2019, Ajmal & Irfan, 2020and Pham & Bui, 2021.…”

“…Being acquainted with these text genres is considered prerequisite for university students to achieve success in different academic courses as proposed by many researchers (e.g. Ahmed, 2018, Ajmal & Irfan, 2020, Abdel-Wahab, 2020, Ferawati, Baa & Nurul, 2022.…”

Strategies to Reduce Writing Anxiety by Using the Process-Genre Teaching Writing Approach (PGA) among Intermediate Students in Pakistan

“…However, introducing academic writing to intermediate ESL learners poses challenges due to limited adoption and understanding of newer approaches such as Process and Genre. These conditions are not unique to the ESL/EFL contexts, as the English Language holds a significant role and position, particularly in academic settings (Ajmal, 2022;Getnet, 2019).…”

“…As a result, beginner students encounter significant difficulties, including writing anxiety. A study by Siddique and Singh (2016) reveals that teaching practices related to writing skills, such as providing model texts and relevant vocabulary, have been identified as problematic at the pre-university level (Ajmal, 2022;Fareed, Jawed, & Awan, 2018). To address this issue and alleviate writing anxiety among ESL students, it is suggested that the product approach be gradually replaced by a more contemporary methodology called the combined process-genre approach (PGA), which is believed to be more beneficial and supportive.…”