INTRODUCTION
Background of the study
In the context of global integration, English is recognized as an international language, making it a vital skill for communication worldwide As a result, learning English has become a popular and essential pursuit across the globe, including in Vietnam To support learners in achieving proficiency in this language, developing strong writing skills is crucial, as writing is a key component of language mastery that cannot be overlooked.
Writing is often considered the most challenging language skill for L2 learners to master, primarily due to the complexities involved in generating and organizing ideas Richards and Renandya highlight that “the difficulty lies not only in generating and organizing ideas, but also in translating these ideas into readable texts” (Richards & Renandya, 2002, p 303) This highlights the dual challenge of both idea formulation and effective written expression in language learning.
Effective writing skills are increasingly vital in today’s global communication landscape, as both spoken and written language play crucial roles in interpersonal interactions According to Weigle (2002), the ability to write a second language is now recognized as an essential skill alongside speaking, serving educational, business, and personal purposes Mastering written communication enhances clarity and effectiveness in international settings, making it a key competency in today’s interconnected world.
Writing has become a vital component of learning and teaching English in EFL/ESL contexts worldwide, including Vietnam As a result, significant attention is given to developing students' writing skills, even within the Vietnamese high school English curriculum Enhancing writing ability among EFL high school students remains a challenge for teachers, emphasizing the need for innovative teaching methods Implementing alternative teaching strategies for English writing can be an effective solution to improve student outcomes and address these challenges.
In recent decades, there has been a significant shift toward the genre-based approach in teaching writing, moving away from traditional methods The product approach has faced heavy criticism for encouraging students to imitate input rather than developing genuine writing skills (Pincas, 1982; Silva, 1990; Nunan, 1991; Badger and White, 2000) Similarly, the process approach is often criticized for focusing too much on the writing process while neglecting the essential linguistic knowledge that L2 students need to write effectively (Badger) The genre-based approach is now preferred for its balanced focus on both linguistic features and text structures, providing a more comprehensive framework for teaching writing.
The genre-based approach to teaching writing emphasizes understanding language and discourse features within specific contexts, focusing on how texts are produced for particular genres (Paltridge, 2004) It centers on the reader and the conventions necessary for written works to be accepted successfully by their audience, according to Munice (2002) Recently, genre-based writing instruction has become a mainstream method in English language teaching, especially in EFL/ESL settings, due to its effectiveness in teaching writing skills (Hyland, 2004; Johns, 2002; Paltridge, 2001) Developed extensively in Australia, genre theory and its applications have significantly influenced research and practice, with studies demonstrating that using the genre-based approach improves students’ writing performance in various EFL contexts.
Genre-based writing instruction is widely used around the world, including in countries near Vietnam such as Thailand, Indonesia, Malaysia, Singapore, China, and Taiwan However, it remains relatively unfamiliar to Vietnamese teachers, particularly EFL high school educators Recognizing the effectiveness of genre-based teaching methods, a high school English teacher and researcher in Vietnam has conducted a study titled “The Impact of Genre-Based Writing Teaching on 11th Grade Students’ Letter Writing Ability at Go Cong Dong High School in Tien Giang Province” to explore its benefits in improving students’ writing skills.
Statement of the problem
Despite the use of new high school English textbooks aimed at improving students’ overall language skills, including writing, students at Go Cong Dong (GCD) High School continue to produce unsatisfactory writing results, as evidenced by consistently low test scores Students face numerous challenges in their writing, such as difficulty selecting relevant ideas, providing adequate supporting details, and applying appropriate lexical and grammatical features Additionally, they struggle with organizing ideas logically and using cohesive devices, leading to incoherent writing that hampers their ability to communicate effectively and meet audience expectations These persistent problems align with findings from a pilot study on EFL students in a gifted high school in Soc Trang, Vietnam, highlighting ongoing issues in developing effective English writing skills among Vietnamese high school students.
The researcher was inspired to explore an alternative approach to teaching writing through genre-based instruction, which differs from traditional methods previously used Motivated by this innovative perspective, she initiated a study titled “The Impact of Genre-Based Writing Teaching on 11th Grade Students’ Letter Writing Ability at Go Cong Dong High School in Tien Giang Province.” The study aims to assess how genre-based teaching can effectively enhance the writing skills of senior high school students, emphasizing its potential benefits for improving student writing proficiency.
This study aims to investigate the impact of genre-based writing instruction on eleventh graders' letter writing skills at Go Cong Dong High School in Tien Giang province Specifically, it examines how genre-based teaching influences students' abilities in writing letters, focusing on content, organization, vocabulary, and language use The research highlights the effectiveness of genre-based approaches in enhancing students' overall writing proficiency in letter composition.
This study aims to serve as a valuable reference for EFL high school teachers and researchers interested in teaching English writing through the genre-based approach It provides insights into effective teaching strategies and pedagogical practices that can enhance students' writing skills The research findings contribute to the existing body of knowledge on genre-based language instruction, making it a useful resource for educators seeking to improve their teaching methods and for scholars exploring innovative approaches to EFL writing education.
The study demonstrates that genre-based writing instruction significantly enhances high school students' skills in writing letters, particularly in content, language use, vocabulary, and organization These findings suggest that implementing genre-based teaching methods can effectively improve writing proficiency Consequently, the study offers practical guidance for teachers to design and apply targeted writing strategies, leading to more effective pedagogy in the classroom.
This study aims to make a meaningful contribution to teaching and learning by supporting the Vietnamese Ministry of Education and Training's initiative to promote innovative teaching methods Specifically, it encourages teachers to adopt creative approaches, with a focus on enhancing English language instruction Embracing these innovative techniques can improve student engagement and learning outcomes, aligning with national educational goals.
To conduct this study, the following research questions are focused:
1 Does the genre-based writing teaching significantly improve the eleventh graders‟ letter writing ability? a Does the experimental group significantly outperform the comparison group in terms of letter writing ability? b If the experimental group outperforms the comparison one significantly, what are the areas (content, organization, vocabulary, and language use) that they outperform?
2 Are there any correlations between genre awareness and students‟ letter writing ability after the treatment?
Built on the study aims and research questions, hypotheses are stated as follows
Hypothesis 1: the genre-based writing teaching significantly improves the
The study highlights that 11th grade students in the experimental group demonstrate significantly superior letter writing abilities compared to the comparison group Specifically, the experimental group shows marked improvement across various aspects, including content, organization, vocabulary, and language use These findings suggest that targeted interventions can effectively enhance students' overall letter writing skills at the 11th-grade level.
Hypothesis 2: Prompt giving does not make any difference in students‟ writing ability However, if awareness is raised, positive gains may result This suggests a consciousness-raising acting of the genre may be indicator of writing ability gains
This thesis is structured into five chapters, beginning with an introduction that outlines the study's purpose and scope The second chapter reviews existing literature, establishing the theoretical foundation essential for the research The third chapter details the methodology employed to collect and analyze data, ensuring research validity In the fourth chapter, the results are presented and discussed thoroughly, providing insights into the findings The final chapter offers a comprehensive conclusion, summarizing key insights and implications of the study.
Significance of the study
This study aims to serve as a valuable reference for EFL high school teachers and researchers interested in teaching English writing through the genre-based approach It provides insights into effective teaching strategies and pedagogical practices that enhance students' writing skills, making it a significant resource for educators seeking to improve English language instruction.
The study demonstrated that genre-based writing instruction significantly improved high school students' abilities in writing letters, particularly in content development, language use, vocabulary, and organization These findings suggest that implementing genre-based approaches can effectively enhance writing skills in secondary education Consequently, this research offers valuable guidance for teachers to design and adopt appropriate writing instruction methods, leading to more effective pedagogical outcomes.
This study aims to make a significant contribution to teaching and learning by aligning with the Vietnamese Ministry of Education and Training's initiative to promote innovative teaching methods Specifically, it encourages teachers to adopt creative and effective approaches, particularly in English language instruction, to enhance student engagement and learning outcomes.
Research questions
To conduct this study, the following research questions are focused:
1 Does the genre-based writing teaching significantly improve the eleventh graders‟ letter writing ability? a Does the experimental group significantly outperform the comparison group in terms of letter writing ability? b If the experimental group outperforms the comparison one significantly, what are the areas (content, organization, vocabulary, and language use) that they outperform?
2 Are there any correlations between genre awareness and students‟ letter writing ability after the treatment?
Hypotheses
Built on the study aims and research questions, hypotheses are stated as follows
Hypothesis 1: the genre-based writing teaching significantly improves the
The study reveals that 11th grade students' letter writing ability significantly improves through targeted interventions The experimental group notably outperforms the comparison group in overall letter writing skills, demonstrating superior content, organization, vocabulary, and language use These findings underscore the effectiveness of specific teaching methods in enhancing students' writing proficiency at the high school level.
Hypothesis 2: Prompt giving does not make any difference in students‟ writing ability However, if awareness is raised, positive gains may result This suggests a consciousness-raising acting of the genre may be indicator of writing ability gains
The thesis is organized into five chapters, beginning with an introduction that outlines the study's objectives The second chapter reviews existing literature, providing the theoretical foundation for the research The third chapter details the methodology used to conduct the study, ensuring clarity and reproducibility In the fourth chapter, the results are presented and thoroughly analyzed, discussing their implications The final chapter offers conclusions derived from the research findings, summarizing key insights and potential future directions.
Organization of the study
This chapter offers a comprehensive conceptual framework for the current study, beginning with key issues related to writing and teaching writing It explores major approaches to teaching writing, with a particular focus on the Systemic Functional Linguistics (SFL) genre-based approach The chapter concludes with a summary that highlights the significance of these approaches in effective writing instruction.
Traditionally, writing was viewed primarily as a representation of speech and transcribed speech, serving mainly as a means of recording spoken language (Morris, 1996) It was regarded as a secondary communication medium, which limited its role in language learning In classroom settings, writing was mainly used to support speech development, under the assumption that proficiency in spelling and grammar alone was sufficient for effective writing.
Writing should be viewed as a complex language skill used for effective communication, rather than just a simple transcription of speech According to Washe (1986, p 174), writing involves "a deeper kind of thinking" beyond merely "talk written down," emphasizing the cognitive and creative processes underlying proficient writing.
According to Nunan (1999), writing is a complex, cognitive process that demands sustained effort over an extended period This perspective highlights the challenging nature of developing writing skills, especially in second language contexts As Weigle emphasizes, understanding second language writing involves recognizing the intricate mental processes involved in producing coherent and effective texts.
According to 2002 (p 1), the traditional perspective that writing in language learning primarily serves to reinforce oral language patterns, grammar, and vocabulary is evolving This shift reflects a new understanding that writing has a distinct and crucial role beyond merely supporting spoken language skills.
LITERATURE REVIEW
Teaching writing
Traditionally, writing was viewed primarily as a representation of speech and a transcription of spoken language Morris (1996, p 24) states that “Writing is primarily a means of recording speech even though it must be acknowledged as a secondary medium of communication in its own right,” highlighting its initial role as a tool for capturing spoken words Consequently, writing was not considered an essential focus in language learning, and in the classroom, it was mainly used to support speech development It was widely believed that anyone could write effectively simply by understanding spelling and grammar, which limited the perceived significance of writing as a distinct language skill.
Writing should be viewed as a complex language skill dedicated to effective communication, contrasting with traditional perspectives According to Washe (1986), writing is more than just "talk written down"; it involves "a deeper kind of thinking," highlighting its intricate cognitive nature.
Nunan (1999, p 273) describes writing as a complex, cognitive process that demands sustained effort over time He emphasizes that effective writing in a second language involves significant mental engagement and persistent practice Additionally, Weigle highlights the challenges of second language writing, underlining the importance of developing specific skills to enhance fluency and coherence These insights demonstrate that mastering writing in a second language is a gradual process requiring dedication and strategic learning.
Recent perspectives in language education emphasize that writing in a second language is valuable in its own right, moving beyond the traditional view that it primarily supports oral language, grammar, and vocabulary development Scholars like Kaplan (1966), Matsuda (1997), and Moffett (1982) highlight that writing is a complex process involving interactions among the writer, the reader, the text, and the broader context For both researchers and educators, writing serves as a vital form of linguistic expression and communication, integral to mastering a second language.
Because writing is a complex phenomenon, managing this skill requires some necessary kinds of knowledge from learner In relation to this matter, Tribble
Hyland (2003) and 1996 share similar perspectives on writing, with Hyland additionally emphasizing the importance of genre knowledge This genre knowledge is crucial for writers to produce more effective and coherent texts, as it helps them understand the conventions and expectations specific to different types of writing By mastering genre-specific features, writers can enhance their clarity, coherence, and overall effectiveness, making genre awareness a vital component of effective writing strategies.
- Content knowledge – knowledge of the ideas and concepts involved in the topic area that the text will write about
- Language system knowledge – knowledge of the aspects of language system necessary for the task completion such as vocabulary, grammar, etc
- Context knowledge – knowledge of social context related to reader‟s expectation, of cultural preferences, and of related texts
- Writing process knowledge – knowledge of the most suitable way of preparing and carrying out a particular writing task
- Genre knowledge – knowledge of communicative purposes and value of the genre in specific contexts
Over the past 30 years, key trends have shaped English writing instruction for L2 learners, including a focus on language structures (forms), an emphasis on the writing process, and attention to genre-based writing These approaches have significantly influenced how writing is taught to second language learners, aiming to improve their linguistic skills, writing fluency, and genre awareness Understanding these major tendencies helps educators design effective, targeted writing strategies for L2 students.
From the 1960s to early 1970s, the dominant trend in writing instruction centered on language structures, viewing writing primarily as a tool to support oral language learning During this period, teaching methods focused on sentence pattern drills such as fill-ins, substitutions, transformations, and completions to reinforce grammatical accuracy Later, instruction shifted towards using connected discourse passages as classroom material, with guided, controlled composition tasks where learners manipulated linguistic forms within given texts According to Hyland (2003), this approach “directs attention to writing as a product and encourages a focus on formal text units or grammatical features of texts,” emphasizing correctness and structural mastery.
A notable trend in teaching writing is the increased emphasis on the writer Between the late 1970s and early 1980s, this approach gained popularity among writing educators, driven by insights from L1 writing research on composing processes Consequently, L2 writing teachers and researchers shifted their focus toward the writer as a “language learner and creator of text” (Raimes, 1991), highlighting the importance of understanding the writer's development and creative process in writing instruction.
“an independent producer of texts” (Hyland, 2003) Paying much attention to the writer is consistent with placing the primary focus on what the writer really does as he/ she writes
Focusing on genre is a prominent trend in teaching writing, gaining popularity since the early 1990s due to its effectiveness and widespread adoption by educators This approach emphasizes the importance of understanding both the text and its context to facilitate successful communication with readers across various situations.
In other words, this way of teaching writing, as Muncie (2002) notes, emphasizes
“more on the reader and on the conventions that a piece of writing needs to follow in order to be successfully accepted by its readership”
This section outlines key writing-related challenges and major trends in teaching writing, providing essential background for innovative L2 writing instruction Understanding these foundational issues helps shape effective teaching strategies The upcoming section will explore prominent approaches to teaching writing, offering valuable insights for educators seeking to enhance their instructional methods.
Major approaches to teaching L2 writing
Research in L2 writing instruction has led to significant advancements over the years, transforming the field through various innovative approaches Key methods such as the product, process, and genre approaches have been developed to enhance the effectiveness of teaching writing, each with unique characteristics tailored to different educational needs These approaches share the common goal of improving L2 writing skills but differ in their techniques and focus areas This article will explore these major L2 writing teaching approaches in detail, highlighting their distinct features and contributions to language education.
2.2.1.1 Strengths of the product approach
The product approach to teaching writing has become predominant, emphasizing language structures to improve student skills According to writing researchers, this method involves a focus on knowledge of language structures, with writing development primarily achieved through imitation of teacher-provided texts The approach is typically implemented in four stages: familiarization, controlled writing, guided writing, and free writing, guiding students from understanding to independent writing This structured process enhances learners’ mastery of language patterns while fostering their ability to produce coherent texts.
Familiarization: Learners are taught certain grammar and vocabulary, usually through a text
Controlled writing: Learners manipulate fixed patterns, often from substitution tables
Guided writing: Learners imitate model texts
Free writing: Learners use the patterns they have developed to write an essay, letter, and so forth
This approach effectively encourages students to develop their linguistic knowledge and grammatical patterns According to Badger and White (2000), learning through imitation helps learners improve their understanding of text structures Arndt (1987) emphasizes the significance of using models in this method, highlighting their role in facilitating imitation Additionally, exposing students to written models can significantly reduce writing errors, as noted by Myles (2002).
Briefly, the product approach is considered useful for developing learners‟ vocabulary, sentence patterns, grammatical rules, and accuracy in writing but this approach faces some strong criticisms
2.2.1.2 Drawbacks of the product approach
The product approach has several notable drawbacks, primarily its neglect of essential writing skills Badger and White (2000) highlight that this method minimizes the importance of skills such as planning a text Additionally, Prodromou (1995) points out that the approach undervalues learners' potential by focusing mainly on imitation of model texts This method offers limited opportunities for learners to express their ideas creatively, leading to sterile and uninspired writing Moreover, an excessive focus on accuracy and form can result in writing blocks (Halsted, 1975) and hinder genuine language development.
Hyland (2003, p 5) argues that focusing solely on grammar does not necessarily improve writing quality, as many students can produce grammatically correct sentences but still struggle to create appropriate and coherent texts Additionally, this approach often relies on constant error correction, which can negatively impact students’ motivation and self-esteem, highlighting its limitations in effective writing instruction.
With such disadvantages mentioned above, writing teachers and researchers continue their effort to lead to another approach to teaching writing, the process approach
2.2.2.1 Strengths of the process approach
The process approach to teaching writing has become a dominant influence since the mid-1970s, emphasizing how texts are actually composed rather than just the final product Hyland (2003) highlights its significant impact on our understanding of writing and its instruction Researchers such as Arndt (1987), Byrne (1988), Harmer (2004), Hedge (1988), Raimes (1991), Tribble (1996), and Zamel (1983) describe the writing process as a complex, recursive procedure involving distinct stages from data collection to publishing Cognitive strategies are crucial in this approach, supporting learners through these developmental stages Incorporating the process approach aligns with modern language teaching by focusing on the actual writer’s techniques and stages of text development for more effective writing instruction.
The writing process typically involves recursive stages such as prewriting, composing or drafting, revising, editing, and publishing, as outlined by Tribble (1996) During the prewriting stage, students engage in activities like planning their content, making detailed notes, and considering the purpose, audience, and structure of their writing (Harmer, 2004; Tribble) This foundational phase helps set the stage for effective writing and guides students through each subsequent step.
The writing process begins with drafting, where writers translate their plans and ideas into provisional text, moving from thinking about writing to actively creating it (Harris, 1993; Tribble, 1996) During this stage, writers aim to craft a piece that best communicates their intended message to the reader (Tribble, 1996) After completing the first draft, students review and share their work with peers, teachers, or partners, focusing on revising—reorganizing content, emphasizing key information, and refining style to suit their readership (Tribble, 1996) Feedback obtained during revisions helps students make necessary adjustments before progressing to editing, which involves checking and correcting grammar, punctuation, spelling, layout, and other surface features (Tribble, 1996) The final stage is publishing, where writers have finalized their text after editing and are ready to present their work to the target audience (Harmer, 2004).
The process approach to teaching L2 writing offers numerous advantages by emphasizing the writer as an independent producer of text, allowing students to develop skills in planning, defining rhetorical problems, and evaluating solutions This method provides students with time and opportunities to explore ideas, discover meaning, and understand their audience, fostering deeper engagement with writing (Murray, 1985) As students become more centered in the learning process, the teacher acts as a facilitator, supporting their development and encouraging creativity Ultimately, this approach enhances motivation and actively involves learners in their writing journey.
The process approach to language instruction often emphasizes developing students' language skills over focusing on linguistic knowledge and text structure While this method aims to nurture student writers as authors, it faces criticism for potentially neglecting the foundational aspects of language and writing craftsmanship Some critics argue that this approach may not adequately prepare students for effective writing, especially when they are not yet ready to produce complex second-language texts.
2.2.2.2 Drawbacks of the process approach
The process approach to writing faces several critiques, including its tendency to treat all writing as created through the same set of processes, regardless of topic, audience, or purpose (Bazerman, 1980) It often undervalues the significance of different types of texts and the reasons behind their production Additionally, Badger and White (2000) highlight that it provides insufficient linguistic input for learners to develop successful writing skills According to Atkinson (2003), this approach narrowly emphasizes writing skills within the classroom, neglecting the social and cultural factors that influence various writing contexts.
The disadvantages urge writing researchers, especially opponents of the process approach in their attempts to develop what is known as the genre approach to L2 teaching writing
Since the mid-1980s, the genre approach has gained significant attention as an effective method for teaching writing, offering an alternative to the process approach Developed in response to the process approach's focus on writing procedures, the genre-based approach emphasizes the social and cultural aspects of writing It highlights the importance of understanding language and discourse features specific to particular texts and contexts, enhancing learners' linguistic knowledge and writing skills This approach views writing as a social practice integral to communication within various cultural settings.
A general view of the genre approach to teaching writing can be outlined under some judgments from different scholars as follows:
The genre approach emphasizes the social aspect of writing, highlighting how writers and texts must engage with readers effectively It views writing as a fundamentally social activity, where texts are created to accomplish specific purposes Successful communication depends on readers recognizing the intent behind a text, making the interaction between writer, text, and audience essential for effective messaging.
According to Muncie (2002), the genre approach emphasizes the importance of understanding reader expectations and adhering to specific conventions to ensure successful acceptance of a written work This method focuses on tailoring writing to meet the needs and preferences of the target audience, thereby enhancing its effectiveness and coherence.
Genre-based writing instruction focuses on what learners do when they write, emphasizing the use of language patterns to create coherent and purposeful texts (Hyland, 2004) It aims to facilitate better communication with readers by illustrating how language, content, and context work together in writing This approach provides students with explicit, systematic explanations of how writing functions as a tool for effective communication, offering teachers a structured method to teach genre-specific writing skills.
In Paltridge‟s view, the genre approach to teaching writing focuses on
Summary
This chapter thoroughly examines key issues related to teaching English writing as a foreign language, highlighting important approaches and strategies The literature review provides an overview of major writing instruction methods, emphasizing the significance of the SFL genre-based approach, which underpins the theoretical framework of this study The upcoming chapter will focus on the research methodology used to conduct the study.
METHODOLOGY
Research design
This study aimed to determine whether the SFL genre-based writing instruction significantly improved students' letter-writing skills, particularly in content, organization, vocabulary, and language use, compared to a control group without this intervention As an experimental, specifically quasi-experimental, research design was appropriate due to the inability to randomly assign participants, the study employed a pretest-posttest comparison group design, utilizing existing intact groups to assess the effects of the genre-based teaching method The research findings could provide valuable insights into the effectiveness of genre-based writing instruction in enhancing letter-writing abilities.
In this study, a pretest was administered to both the experimental group (EG) and the comparison group (CG) prior to the treatment Only the experimental group received the treatment, while the comparison group did not After the treatment, a posttest was conducted for both groups to assess the effects This design allows for a clear comparison of the treatment's impact between the two groups.
Group Pretest Treatment Posttest Experimental X X X Comparison X X
Time Figure 3.1: Quasi-experimental pretest-posttest comparison group design
Study setting
GCD High School, established in 1985, is located in the rural GCD district of Tien Giang province within the Mekong Delta, Vietnam In the 2010-2011 academic year, the school employed 86 teachers and staff members, serving as a vital educational institution in the region.
Despite having 1,673 students across 40 classes, including 548 eleventh-grade students, the school continues to face challenges with students' English proficiency Many students express fear and find English difficult, learning it primarily because it is a compulsory subject To address this, school leaders actively encourage teachers to adopt innovative and effective teaching methods Even as a rural school, it prioritizes high teaching quality to improve students' English levels.
Subjects and Sampling
This study involved 70 subjects selected from 83 Grade 11 students across two equally ranked classes—Class 11-7 with 42 students and Class 11-9 with 41 students—out of a total of thirteen Grade 11 classes at GCD High School The 12th graders were not included due to their intensive preparation for upcoming exams such as the high school graduation and entrance examinations The 10th graders, being new to the school after passing the entrance exam, needed time to adapt to the new environment and studying style at GCD High School Therefore, the researcher focused on the 11th-grade students who had settled into their academic routine.
Convenience sampling, one of the three main types of non-probability sampling for educational research, was used in this study due to its practical advantages According to McMillan and Schumacher (2001, p 175), a convenience sample consists of subjects selected based on accessibility and expedience, such as a university class being used for research purposes In this study, convenience sampling was employed because the researcher was assigned by the school principal to teach two classes during the first semester of the 2010 school year, making these students readily accessible for data collection.
2011 Moreover, it was also too difficult to carry out the experimental teaching outside the school schedule
However, to provide better control of variables that could affect the internal validity of the research sample, a proficiency grammar test (see appendix 1, pp 80-
84) from Oxford placement test was given to these two classes and also seen as a basis for choosing 70 subjects above This test totally focuses on grammar and consists of 100 multiple-choice questions with total score of 100 Test takers were asked to choose one correct option in three choices for each question The test was done with allotted time 100 minutes The grammar test was used in this case because grammar might be considered as one of the essential aspects helping learners to write better Through the result of this test, 35 students in the class 11 9 and the same one in the class 11 7 with equal or nearly equal scores were chosen Finally, the two groups in this study were formed Thirty-five subjects (N = 35) in the class 11 9 was assigned as the experimental group and the same another (N = 35) in the class 11 7 as the comparison group By doing in such a way, the English level of the two groups in the study could be considered reliably equivalent Besides, the subjects in these two groups also shared some other nearly common things such as age, gender, living place, and years of English learning The table 3.1 below describes the subjects in the experimental group and the comparison one with their characteristics in details
Table 3.1: The experimental and comparison groups’ information
Living place in town 2 5.7% 1 2.9% in countryside 33 94.3% 34 97.1%
Score results of the grammar test (from Oxford placement test)
Experimental teaching
The five letter writing lessons were conducted over five weeks, with one session each week lasting forty-five minutes The experimental teaching program began on September 15th and concluded on November 17th during the first semester of the school year.
During a five-week period, two student groups participated in letter-writing lessons aligned with the school schedule, taught by the researcher The comparison group received instruction based on five lesson plans created by the researcher’s colleagues and herself, following traditional product-oriented writing methods outlined in the 11th-grade English textbook In contrast, the experimental group was instructed using five genre-based lesson plans designed by the researcher to promote a more contextualized writing approach Each lesson was conducted during different class periods: the comparison group during the second period and the experimental group during the fourth period, every Wednesday morning.
The sub-sections below describe material, the experimental teaching outline, and the letter writing lesson plans of the two groups for experimental teaching
“TIẾNG ANH 11” (tái bản l ần 2) (English textbook of 11 th grade) published by
The “Nhà xuất bản giáo dục” (Education Publishing House) produced a textbook in 2009 designed to enhance high school students' English language skills for effective communication The textbook features sixteen units with a theme-based structure, each comprising five sections: Reading, Speaking, Listening, Writing, and Language Focus For the experimental teaching, five units were selected, specifically focusing on the writing sections that teach students how to write different types of letters.
The following table 3.2 outlines five letter-writing lessons conducted during five weeks
Writing a personal letter to describe a past experience
Writing a letter of invitation to a party
Writing a formal letter expressing gratitude for a donation
Writing a letter of reply to the information about participating in a competition
Writing a letter to express satisfaction (or dissatisfaction) from using a service
Table 3.2: Five letter-writing lessons (Adapted from Tieng Anh 11, 2009 pp 6, 7)
3.4.3.1 General description of lesson plans for teaching students in the experimental group
The five letter writing lesson plans, focused on genre-based writing instruction, were specifically designed for the experimental group to enhance their skills Each lesson plan was developed using Hammond et al.'s (1992) four-stage Teaching-Learning Cycle, ensuring a structured and effective approach to teaching letter writing The activities associated with each stage of the cycle were carefully summarized and integrated into the lesson plans to facilitate comprehensive learning.
Stage 1 - Building Knowledge of Field:
In this stage of the cycle, teachers should focus on helping students understand the context and linguistic features of the text, while also emphasizing content information Due to time constraints, the primary goal is to immerse students in raising their awareness of the letter's content Students are encouraged to participate in activities individually, in pairs, groups, or as a whole class to explore the ideas within the letters Effective activities such as brainstorming, mind mapping, discussion, listing, and free writing can be used to facilitate this exploration.
Stage 2 – Modeling of text: This stage primarily emphases on discussing and analyzing model letter(s), consisting of its cultural context, social function, generic structure/ organization; its key linguistic features such as vocabulary and word choice, sentence structures, tense, modality, etc Thus, in this phase, an explicit analysis and teaching about such things in order to help students become aware easily of the ways these particular letters are written to achieve their purposes Several different kinds of activities or tasks for this stage are clearly mentioned in 2.2.3.3
Stage 3 -Joint construction of text: Constructing the whole letter (s) in which teacher and students work together to create it with the input sources of the earlier stages on the board Jointly working with students this way, the teacher can correct their contributions when there is something improper Moreover, it is also a good opportunity for the teacher to focus their attention on organization, vocabulary, and language used, and so forth Because of the limited time, the researcher and her students just can create one example letter together in this stage
Stage 4 - Independent construction of text: students write their letters independently The teacher goes around and monitors their writing as well as gives them advice if necessary Conferencing between teacher and student individuals or teacher and whole class is recommended if there is any necessary correction/ adjustment in their written pieces Then redrafting and editing is also paid attention in this stage However, due to the time constraint students do redrafting and editing as their homework
All of the five lesson plans in detail for the experimental group are displayed in appendix 8 (see appendix 8, pp 97-152)
3.4.3.2 General description of lesson plans for teaching students in the comparison group
The traditional product-oriented approach to teaching letter writing at the researcher’s high school involves a structured lesson plan with three stages: Pre-writing, While-writing, and Post-writing During Pre-writing, students typically learn vocabulary, grammatical structures, and text patterns in isolation, emphasizing imitation of models from textbooks This stage focuses on practicing textbook tasks, with instruction centered on mimicking input and responding to prompts In the While-writing phase, students complete writing tasks individually, in pairs, or small groups, reinforcing their understanding through practice The Post-writing stage involves displaying selected student letters on the board and engaging in collective mistake correction, primarily targeting grammar and vocabulary errors This method prioritizes repetitive imitation and guided practice to improve letter writing skills.
Data collection instrument
The pretest and posttest serve as the primary tools for data collection in this study, providing essential insights into participant progress These assessments are crucial for measuring the effectiveness of the intervention and understanding learning outcomes The subsequent sections will thoroughly detail the design, implementation, and significance of these testing instruments, emphasizing their role in ensuring accurate and reliable data collection for comprehensive analysis.
3.5.1 Description of pretest and posttest
Two tests for writing letters were administered: one pretest before the treatment and one posttest after the treatment
The pretest was a proficiency letter-writing assessment, with a 30-minute time limit, designed to evaluate students' writing skills Adapted from an assignment in Tieng Anh 11, published by Nha Xuat Ban Giao Duc, this test aimed to measure learners' ability to compose coherent and appropriate letters within a specified timeframe.
The posttest, lasting forty minutes, consisted of two key parts: a genre awareness test and a letter-writing test The first part included four multiple-choice questions focused on the theory of letter writing, aiming to assess students' understanding of fundamental concepts The second part required students to write a letter based on an exam from the first semester of the 2007-2008 school year in English 11, provided by the Tien Giang Province Education and Training Service.
Effective test administration is crucial for obtaining reliable and valid results (Hughes, 1989) In this study, the pretest was administered to both groups one week before the start of experimental teaching, ensuring proper timing aligned with the school schedule The test, lasting 30 minutes, was conducted during the second and third periods in quiet, well-lit classrooms, with the researcher acting as an invigilator to maintain test integrity Each candidate received an answer sheet and was given clear instructions to avoid referencing materials or exchanging ideas during the test All participants completed the test within the allocated time, and the answer sheets were collected promptly afterward The posttest was administered under identical conditions after the experimental teaching, ensuring consistency Both tests were successfully conducted with full participation and no significant issues, leading to reliable data collection for the study.
Each answer sheet was structured into three parts: students' full name and class, test content, and their written responses Since the researcher prepared these answer sheets in advance, test takers only recorded their writing or circled their chosen options for Part 1 during the posttest After collection, the answer sheets underwent formal procedures, beginning with assigning a uniform code to both the cut and remaining sections—matching codes from 1 to 70 for pretest and posttest sheets—to ensure anonymity Additionally, students' personal details, such as their full names and class information, were removed to prevent raters from identifying the students' groups or individual identities, thereby maintaining impartial evaluation.
In this study, analytic scoring was used to assess the letter writing performance on both the pretest and posttest, evaluating multiple aspects such as content, organization, vocabulary, and grammar (Weigle, 2002) This method involves rating written products across several criteria to provide a comprehensive evaluation of students' writing skills The choice of analytic scoring was made to ensure a detailed and accurate assessment of various components of writing ability, enhancing the overall reliability of the evaluation.
This study aims to evaluate whether different aspects of writing—such as content, organization, vocabulary, and language use—show improvements after the treatment According to Weigle (2002, p 114), analytic scoring schemes offer detailed insights into a test taker’s performance across various writing components Additionally, this scoring method enhances objectivity and reduces the risk of unreliable results Hamp-Lyons (1991b) and Huot (1996) also emphasize that analytic scoring tends to increase scoring reliability, especially as more items are incorporated into the assessment.
This analytic scoring system, based on Caroll and West’s (1989) scale and adapted for current grading, evaluates pretest and posttest essays across four key aspects: content, organization, vocabulary, and language use, primarily focusing on grammar Each aspect is rated on a 5-point scale, allowing for a maximum score of 20 points per test, corresponding to the overall quality of the student’s writing Scores are then categorized into ranks such as Good, Fair, Average, Weak, and Very Weak, aligning with high school assessment standards This comprehensive grading approach provides a clear measure of students’ writing proficiency based on defined criteria and scoring levels.
In scoring part 1 of the posttest (genre awareness), each correct answer receives 1 point, so the maximum score for this part is 4 points
Five experienced female raters, including the researcher’s four colleagues and herself from GCD High School, evaluated the pretest and part 2 of the posttest (letter writing), each with at least seven years of teaching English Using multiple raters ensures the reliability and objectivity of scoring written work According to Heaton, assessing the same written pieces across different raters helps verify consistency and accuracy in the evaluation process.
(1975) notes that if an assessment is based on several judgments, the result is far more reliable than a score based on a single judgment
In the scoring of Part 1 of the posttest, which assessed genre awareness, only the researcher was responsible, ensuring consistency and accuracy Since this section consisted of multiple-choice questions, the reliability of the results was maintained through a single rater's judgment, providing a credible measure of students' genre awareness.
Prior to scoring, all five raters collaboratively discussed and clarified the scoring criteria to ensure consistency and understanding of the detailed rubrics They then conducted a practice session by jointly scoring five randomly selected written samples, which helped establish a unified approach to the evaluation process Subsequently, each rater independently scored two sets of answer sheets—70 for the pretest and the same number for the posttest—along with the corresponding rating sheets provided by the researcher This independent scoring took place over a period of two weeks, ensuring objective and consistent assessment.
The researcher assessed inter-rater reliability, which measures the consistency among different raters in scoring essays, ensuring that multiple evaluators rated the scripts similarly (Weigle, 2002, p 135) Once reliability was confirmed, the analytic scores assigned to each student's test were averaged across the five raters, providing a reliable and consistent score for subsequent data analysis This average score served as the primary database for all future research evaluations.
Scoring part 1 of the posttest (genre awareness) was carried out right after the researcher had completed her analytic scoring.
Data collection procedure
This study primarily utilized quantitative data collected through pretests and posttests to assess the effectiveness of the genre-based approach to teaching writing Before implementing the intervention, both the experimental and control groups completed a standardized pretest under strict invigilation All answer sheets were securely collected and stored by the researcher to ensure data integrity and accuracy for subsequent analysis.
After five weeks of treatment, both groups completed the posttest, and all answer sheets were collected for analysis The pretest and posttest scores were scored by five independent raters to ensure accuracy and reliability These comprehensive test scores served as a crucial data source for evaluating the effectiveness of the treatment.
Data analysis
The study analyzed pretest and posttest data using SPSS version 13.0, ensuring the reliability of the measurements through Cronbach’s alpha An Independent Samples T-Test was conducted to compare the mean scores between two groups on both the pretest and posttest assessments, including four specific skill areas Additionally, Pearson correlation analysis was performed to explore the relationship between genre awareness and students’ letter writing ability after the treatment, providing comprehensive insights into the effectiveness of the intervention.
Summary
This chapter has covered essential aspects of the research methodology, including the study design, setting, subject selection, sampling methods, experimental teaching procedures, data collection tools, and analysis techniques The subsequent chapter will present a detailed report of the study's results and provide an in-depth discussion of the findings.
This chapter focuses on analyzing the collected data to present research findings that address the key research questions It begins with verifying the reliability of the pretest and posttest scores to ensure data validity Following this, the results are discussed in detail, highlighting significant insights The chapter concludes with a comprehensive summary of the findings and their implications for the study.
4.1 Reliability of the pretest and posttest scores
The study used the scores from the pretest and posttest, obtained through analytic scoring, as primary data for analysis To ensure the reliability of these scores, inter-rater reliability was assessed by analyzing the consistency among five raters who evaluated the letter writing tests Cronbach’s alpha coefficients of 966 for the pretest and 991 for the posttest indicated very high internal consistency, confirming the ratings were highly reliable Consequently, the data were deemed trustworthy and suitable for further inferential statistical analysis to interpret the research findings.
Letter writing (Pretest) Letter writing (Posttest)
Table 4.1: Cronbach’s Alpha for inter-rater reliability in pretest and posttest ratings
4.2.1 Students’ ability in writing letter
After the treatment, the experimental group significantly outperformed the comparison group in terms of letter writing ability The better performance is presented in detail in the following subsections
First, it can be seen from the table 4.2 (see appendix 10, pp 173, 174 for more detail) that the experimental group (Mean (M) = 11.565, standard deviation (SD) = 2
920) significantly outperformed the comparison one (M = 8.560, SD = 2.776) at the probability level of 05 in the posttest
Table 4.2: Independent Sample T-Test results of posttest scores between the two groups
As indicated in the table above, the result from the Independent Samples T- test with t = 4.413, df = 68, p = 000 showed that the difference in mean scores
(MD = 3.005) in the posttest between the two groups was statistically significant
The independent samples t-test revealed a highly significant difference in posttest mean scores between the two groups, with a sig (2-tailed) value of 000, which is much lower than the alpha level of 05 This indicates strong evidence to reject the null hypothesis of no difference, demonstrating that the experimental group showed a significantly greater improvement compared to the control group.
The pretest results demonstrated a significant modification to the null hypothesis, which initially suggested no differences between the two groups prior to treatment These findings, detailed in Table 4.3 (see Appendix 10, pp 173-174), indicate that the groups were not equivalent at baseline, highlighting the importance of the subsequent analysis.
Table 4.3: Independent Sample T-Test results of pretest scores between the two groups
The Independent Samples T-test results (t = 0.143, df = 68, p = 0.887) indicated no statistically significant difference in the pretest scores of students' letter writing ability The high p-value of 887, well above the 05 threshold, suggests that both groups had similar writing skills before the treatment Additionally, the minimal difference between the two means of 069 further supports the conclusion that the groups performed comparably in the pretest Consequently, it can be inferred that both groups had equivalent letter writing abilities prior to the intervention.
The pretest results showed no significant difference in mean scores between the two groups, indicating comparable starting points However, the posttest revealed a highly significant difference in mean scores, demonstrating that the experimental group achieved greater improvement in letter writing ability This suggests that genre-based writing instruction significantly enhances students' letter writing skills compared to the traditional method used in the "English 11" textbook The mean scores for both pretest and posttest are illustrated in Chart 4.1 below, highlighting the effectiveness of the genre-based approach.
Chart 4.1 : Mean scores of pretest and posttest of the comparison group and the experimental one
In addition, the significant improvement in the experimental students‟ ability in writing letters with the genre-based writing teaching is also manifested through the distribution of the score types
The pretest score analysis reveals the initial performance levels of both groups, serving as a baseline to assess post-intervention improvements After the intervention, the experimental group demonstrated significantly higher scores in letter writing ability compared to the control group, indicating the effectiveness of the targeted training A summary table of the pretest scores further highlights the differences between the two groups before the intervention, emphasizing the progress made by the experimental students in their letter writing skills.
Writing test Group Score type percentage
Table 4.4: Score type distribution of pretest between the two groups
The pretest score distribution between the comparison and experimental groups was similar, with most students scoring in the very weak and weak categories Specifically, in the comparison group of 35 students, 14.3% achieved average scores, while 40% scored weak and 45.7% very weak, with no students earning good or fair scores Similarly, the experimental group of 35 students showed no students with good or fair scores; 11.4% achieved average scores, and high percentages scored in the weak (42.9%) and very weak (45.7%) categories Overall, both groups exhibited comparable pretest performance, primarily concentrated in the weak and very weak score ranges, indicating similar starting points before the treatment.
Chart 4.2: Score type distribution in pretest between the two groups
The posttest score type distribution revealed significant differences between the two groups, despite similar results in the pretest Notable changes in the percentage of score types indicated improved letter writing abilities in both groups, with the genre-based writing instruction group demonstrating greater progress Details of these distribution changes are summarized in Table 4.5.
Writing test Group Score type percentage
Table 4.5: Score type distribution of posttest between the two groups
The posttest results clearly demonstrate that the experimental group outperformed the comparison group in letter writing ability Notably, 11.4% of students in the experimental group achieved good scores, whereas none from the comparison group did The proportion of students with fair scores was significantly higher in the experimental group at 22.9%, compared to only 5.7% in the comparison group Average scores further reflected this difference, with 42.9% in the experimental group versus 37.2% in the comparison group Additionally, only 20% of experimental students received weak scores compared to 31.4% in the comparison group, and very weak scores were markedly lower in the experimental group at 2.8%, versus 25.7% in the comparison group Overall, the score distribution indicates substantial improvement in the experimental group’s letter writing skills, confirming the effectiveness of the treatment and highlighting its positive impact on student performance.
Chart 4.3: Score type distribution in posttest between the two groups
The report and analysis clearly demonstrate that the experimental group significantly outperformed the comparison group in letter writing ability following the intervention This evidence supports the hypothesis that genre-based writing instruction effectively enhances 11th-grade students' letter writing skills Overall, the findings indicate that genre-based teaching methods lead to substantial improvements in students’ writing performance compared to traditional approaches.
4.2.2 Students’ ability in writing letter in terms of content, organization, vocabulary, and language use
Following the treatment, significant improvements in letter writing ability were observed between the two groups, particularly in content, organization, vocabulary, and language use These differences were confirmed through comparative analysis of mean scores and score distributions across the four key writing aspects on the posttest The results highlight the effectiveness of the intervention in enhancing specific writing skills.
The experimental group demonstrated significantly higher letter writing abilities compared to the comparison group, particularly in content, organization, vocabulary, and language use, with results reaching a significance level of 0.05 (see Table 4.6 in Appendix 10, pp 175-176 for detailed data).
Content Organization Vocabulary Language Use
Table 4.6: Independent Sample T-Test results of posttest scores on content, organization, vocabulary, and language use between the two groups
The independent samples t-test results indicate that the posttest score differences in letter writing—specifically in content, organization, vocabulary, and language use—were highly statistically significant between the two groups The p-values of 000 for all four areas are well below the alpha level of 05, allowing us to reject the null hypotheses of no differences These findings demonstrate that the experimental group significantly outperformed the comparison group across all four writing aspects The notable mean differences between the groups are further illustrated in Chart 4.5 below, highlighting the effectiveness of the intervention on improving writing quality.
Discussion
Genre-based writing instruction significantly improves students' letter writing skills, as evidenced by the experimental group's superior performance in content, vocabulary, language use, and organization This study demonstrates that applying genre-based teaching methods enhances overall writing ability, highlighting the effectiveness of targeted instructional approaches in developing students' writing competencies.
One of the key strengths of genre-based writing instruction is its explicit approach in raising awareness and modeling effective writing strategies According to chapter 2, section 2.2.3.3, this method aims to provide learners with a clear understanding of how target texts are structured and the reasons behind their specific formats Emphasizing the teaching of distinctive language features, such as vocabulary and grammar, alongside the text’s generic structure, helps students develop their writing skills more effectively (Hammond & Derewianka, 1991) Hyland (2004) highlights that making learning objectives explicit facilitates the acquisition of writing skills, aligning with Christie's view that clarifying how language patterns shape meanings offers students significant advantages in enhancing their writing abilities.
Explicitly teaching linguistic features, such as vocabulary and grammar, through modeling significantly improved students' writing skills, as evidenced by the statistically significant differences in mean scores (p = 000) between the experimental and comparison groups The SFL genre-based writing instruction enabled students to produce higher-quality letters by providing them with crucial language resources and enhancing their awareness of genre-specific features Analyzing sample letters and practicing linguistic features at both sentence and contextual levels increased students’ understanding, allowing for appropriate vocabulary and grammatical choices in their writing This approach aligns with Hyland’s (2004) view that modeling key genre features is essential for producing effective written communication, equipping students with both the necessary language sources and the ability to apply them appropriately.
Explicit teaching of letter structures through analyzing representative genre-specific letters helps students understand how and why to organize their texts effectively, especially at the macro level to achieve communicative purposes Hyland (2004) emphasizes that modeling involves examining both how texts are structured to express goals and relate to audiences, and how individual components like paragraphs and sentences are organized, which enhances students’ writing skills A genre-based approach to teaching writing increases students’ awareness of text stages, enabling them to include appropriate content in each structural component Consequently, students exposed to this method, especially in the experimental group, produced more effectively organized letters with suitable content that clearly conveyed their communicative aims Greater awareness of text organization likely contributed to higher scores in organization and content, as evidenced by the experimental group outperforming the comparison group in letter-writing ability.
In genre-based writing instruction, students are provided with sample written pieces related to the specific genre they are studying, facilitating an imitation-based learning approach This method leverages imitation as an effective way for students to acquire knowledge and develop their writing skills By supplying model texts, educators enable students to analyze the structure, style, and content of authentic genre examples, enhancing their understanding and ability to produce targeted writing outputs.
As Hyland (2004) mentions that the purpose of giving representative of the target genre is helping students analyze, compare, and manipulate the features of the genre
Modeling provides students with essential resources to produce high-quality writing, helping them understand the conventions and language choices necessary for various communicative purposes This approach encourages imitation not as copying but as a means to discover effective writing strategies, without limiting creativity Experts like Hyland advocate exposing students to multiple texts, enabling reflection on similarities and differences in writing styles Consequently, students exposed to genre-based modeling, such as those in the experimental group, develop the ability to write creatively across different contexts.
Students receiving product-oriented instruction were given explicit writing inputs, but these focused primarily on encouraging rote imitation through isolated examples or one model letter In contrast, students in the experimental group analyzed real letters within a specific genre, enabling them to understand and incorporate different lexical and grammatical features more effectively Consequently, comparison students relied heavily on prompts or model letters, making it difficult for them to produce independent and effective writing beyond the provided examples.
Writing tasks in textbook English 11 primarily provide learners with prompts related to vocabulary, grammar, and organization, enabling students to use these prompts effectively immediately after lessons However, during posttests, students faced difficulties in independently applying lexical items, grammatical structures, organization, and content without explicit guidelines This challenge is reflected in their lower scores compared to the experimental group in areas such as vocabulary, grammar, content, and organization, indicating the need for additional practice to develop autonomous writing skills.
Genre-based writing instruction is highly systematic in linking texts to their social and communicative contexts, providing a coherent framework that emphasizes both language and context (Hyland, 2004) According to Hyland (2004), effective writing requires students to understand not only the organization and lexico-grammatical patterns of texts but also their social purposes, appropriate situations, and target audiences This approach reflects authentic language use in specific contexts, moving beyond mere reproduction of discourse forms or narrow grammar focus Instead, it highlights how linguistic patterns point to social constraints and choices, helping students recognize how different texts are created to serve particular aims, audiences, and messages Ultimately, genre-based writing instruction guides students to achieve their writing goals more effectively by systematically linking language use to contextual factors.
Writers are consistently influenced by their social interactions, relationships with readers, and the evolving dynamics of their communication Consequently, their choices in grammar, vocabulary, content, and organization are shaped by the specific context and situation in which they are writing, ensuring their message aligns with the audience and purpose.
The genre-based instructional approach enhanced students’ awareness of text features and emphasized the importance of understanding the writing situation, including purpose and audience As Harmer (2004) highlights, considering the purpose and audience before writing influences language choice and content inclusion Analyzing sample letters during modeling allowed students to engage in activities such as discussing questions to identify the purpose and audience, thereby fostering their understanding of why and for whom they are writing This process contributed to the experimental group’s superior performance across content, vocabulary, language use, and organization compared to their counterparts.
The product-based approach in writing emphasizes language structure and model imitation, often neglecting the connection between text and context According to Tangpermpoon (2008), this approach focuses little on audience and purpose, as learners and instructors tend to prioritize grammar, syntax, and mechanics Badger and White (2002) also highlight that writing development under the product-based approach primarily results from imitating input rather than engaging with the overall communicative context.
Reliance on detailed cues and model letters in textbooks like English 11 can limit students’ writing development, causing them to imitate models without understanding the broader context, such as social purpose and audience (Hyland, 2003) This dependence reduces their ability to produce original writing beyond simple sentences and may lead to confusion or misguidance in different writing situations As a result, students in the comparison group tend to replicate the provided examples, resulting in lower-quality written work across key areas, highlighting the need for teaching approaches that foster genuine understanding and independent writing skills.
Genre-based writing instruction enhances students’ reflective and analytical thinking by involving them in systematic analysis of model texts, helping them understand how and why texts are organized to respond to specific contexts (Hyland, 2004) This approach encourages students to become more critical writers who make deliberate linguistic and organizational choices, thereby deepening their understanding of meaning construction The experimental group, through analyzing model letters and collaborative writing, developed greater awareness of language use and organization in various situations, leading to more effective writing products In contrast, students relying solely on provided models or prompts tend to develop a "blocked" mentality focused on imitation, limiting their creative and analytical growth.
The genre-based approach to teaching writing enhances students' ability to reflect, apply, and adapt their learning flexibly and creatively Experimental students effectively used vocabulary, grammar, and text organization to produce diverse and original letters In contrast, students in the comparison group tended to closely imitate the provided model letters, often copying them directly This highlights the effectiveness of the genre-based approach in fostering genuine writing competence and originality.