Impacts of Process-Genre Approach on EFL Sophomores’ Writing Performance, Writing Self-Efficacy, Writing Autonomy
Abstract
Background: In literature, process-genre approach may be a favorable alternative for writing classes these days, assisting student writers in building up linguistic, cognitive, and sociocultural competency of writing. However, the contribution of this approach to fostering EFL writing learning has not been extensively probed in the context of Vietnam.
Purpose: This paper aimed at attesting the impact of the target approach on the Vietnamese EFL students’ writing performance, writing self-efficacy, and writing autonomy.
Method: Thanks to convenience sampling technique, a group of 38 EFL sophomores from an intact class at a Vietnamese private university was recruited as one experimental group undergoing a nine-week writing course within process-genre approach. Grounded by quantitative design, the instruments of this study involved one writing entry test, one writing exit test, and two questionnaires. The data were analyzed by computing Paired Samples T-tests through SPSS version 26.0.
Results: The results indicated that process-genre approach enhanced the tertiary students’ overall writing performance to some extent, empowered their self-efficacy of writing ideation, conventions, self-regulations, and positively reinforced their awareness and behaviors of writing autonomy.
Implication: The study contributed to a better understanding of the practicality of applying process-genre approach into EFL writing pedagogy in Vietnam, and then implications could be proposed to strengthen the quality of EFL writing instruction utilizing this eclectic approach in the Vietnamese tertiary context.
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References
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