Process-genre based approach and argumentative writing

Abstract

This research work aimed to determine the impact of the process-genre based approach on the development of argumentative writing skills among B2 level English as a foreign language (EFL) learner at the Language Center of CTT de los Andes. In a quasiexperimental design, 45 participants were divided into two groups: 23 students formed the experimental group, while 22 students composed the control group. The study employed pre and post-tests based on the FCE standardized Cambridge Exam’s essay writing section. These tests were evaluated using four criteria (content, communicative achievement, organization and language) aligned with the B2 level rubric. Utilizing a mixed research approach, the study combined quantitative analysis of test results with qualitative exploration obtaining insights through the interpretation of results, drawing conclusions, and formulating recommendations based on the broader context and participants’ experiences. Analysis via paired t-tests confirmed that the experimental group exhibited significantly greater improvement in argumentative written production, validating the alternative hypothesis. Findings demonstrated that the process-genre based approach effectively enhanced students’ argumentative writing proficiency. Notably, it provided writing instruction scaffolding, aiding in the formulation and execution of argumentative essays. The approach fostered learners’ confidence and self-esteem, while also enhancing strategic planning, organization and meticulous editing skills. In conclusion, the integration of the process-genre based approach positively impacted students’ writing abilities, emphasizing its role in skill development and fostering a conducive environment for refining argumentative writing competencies.