Abstract
This article presents the effective employment of a genre-based approach to enhance students’ writing proficiency when using the argumentative genre. The objective of this study is to develop learners’ argumentative writing by providing lessons based on a genre-based approach, principally focusing on the communicative purpose and the systematic organization with detail information arrangements and language features. The participants were a group of 20 students from one private university in Bangkok. The teaching of an argumentative writing process included 4 phases: 1) modeling, 2) joint construction, 3) text analysis, and 4) independent construction. For the data collection, 120 participants’ writing tasks were collected as the qualitative data for writing performance. A discourse analysis was utilized to identify the results. The findings revealed that most participants were able to develop writing tasks as expected. It is noted that all participants were able to write the argumentative essays very well in lesson 6. However, there were some concerns as regards text organization and language features while data from the students’ interview revealed positive reasons in learning engagement of genre-based approach.
A Genre-Based Approach to Improve Argumentative Writing Performance for Thai Learners
Post Author: Admin S
