This study examines the effectiveness of genre-based instruction (GBI) in improving the academic writing skills of university students learning English as a foreign language (EFL) in a low-input environment such as Saudi Arabia. Using a quasi-experimental design, fifty second-year students at Qassim University were assigned to either a control group receiving traditional grammar-based instruction or an experimental group receiving eight weeks of intensive genre-based instruction focusing on four academic genres. The intervention included explicit genre-based pedagogy, including modeling, guided writing, peer feedback, and iterative writing, with the aim of improving students' understanding of genre structures, rhetorical moves, and language usage. Two independent raters assessed writing samples pre- and post-test using a 15-item rubric covering both higher-order writing skills (e.g., coherence and argumentative development) and lower-order writing skills (e.g., grammar and punctuation). The experimental group demonstrated statistically significant improvements in post-test scores (t(48) = 2.75, p = 0.012), particularly in rhetorical flexibility, coherence, and academic relevance. Qualitative data from student interviews and classroom observations supported these findings, highlighting reduced writing anxiety, increased cognitive awareness, and improved student autonomy. Students reported increased confidence in identifying genre conventions, using prewriting strategies, and meeting academic expectations. The results support the benefits of GBI over traditional methods in promoting academic literacy in EFL settings. The study recommends integrating GBI into EFL curricula and enhancing teacher training to support its implementation. Future research should examine its impact across different language proficiency levels and disciplines, along with its potential integration with digital and AI-based writing tools.
Bandar Saleh Aljafen (Fri,) studied this question.