Genre-Based Approach on Students’ Writing Performance in an Online Writing Instruction

DOI

10.2991/978-94-6463-554-6_29How to use a DOI?

Keywords

Genre-Based Approach; Writing Strategy; Writing Performance; Online Writing Instruction

Abstract

Writing is an essential and difficult academic skill. With the sudden onset and spread of the COVID-19 pandemic and the shift towards online education, writing became more challenging. Thus, it is crucial that the instruction of writing be based on a highly effective methodology tailored to online learning settings. Genre-Based Approach (GBA), as a writing strategy, instructs students in the linguistic and social conventions of various text types. The present study aimed to determine the level of writing performance of the students utilizing the Genre-Based Approach. A quasi-experimental design was employed. There were two groups of respondents: an experimental group of 46 students and a control group of 41 students. Each group was instructed differently: non-GBA for the control group and Genre-Based Approach (GBA) for the experimental group. Both groups took part in a pre/post-writing performance in which the target genre was an argumentative essay. The data was analyzed using an adopted scoring rubric. The findings revealed that using GBA increased the respondents’ writing performance level from moderate level (mean score = 2.86) to competent level (mean score = 3.65). The results indicated that students who participated in online Genre-Based writing instruction were able to improve their writing abilities in terms of content, accuracy, fluency, appropriateness, and intelligibility.

Copyright

© 2024 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

Download article (PDF)

TY  - CONF
AU  - Mark Daryl S. Labajo
PY  - 2024
DA  - 2024/11/29
TI  - Genre-Based Approach on Students’ Writing Performance in an Online Writing Instruction
BT  - Proceedings of the 4th International Conference on Education and Technology (ICETECH 2023)
PB  - Atlantis Press
SP  - 368
EP  - 374
SN  - 2667-128X
UR  - https://doi.org/10.2991/978-94-6463-554-6_29
DO  - 10.2991/978-94-6463-554-6_29
ID  - Labajo2024
ER  -