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March 26, 2024Education Research InternationalOpen Access

Effects of Process-Genre Approach on Students’ Writing Strategy Use in Paragraphs: Second-Year Wachemo University Students

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Authors

AAAmanuel Kidane AlboreGWGetachew Seyoum WoldemariamGCGemechis Teshome Chali

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Overview

Quasi-experimental study demonstrates improved paragraph writing strategy use in EFL university students under a process-genre approach, highlighting benefits for tertiary language instruction.

Key Points

  • Students using the process genre approach demonstrated significantly greater use of paragraph writing strategies than peers in the conventional control group.
  • Quasi experimental design evaluations across a 12-week intervention revealed marked gains on strategy questionnaires, confirmed by independent and paired sample t tests.
  • Highlights the value of the process genre approach for EFL instruction, showing that structured paragraph writing models can strengthen student strategic independence.

Cite This Study

Albore et al. (2024) studied this question.

synapsesocial.com/papers/68e72544b6db64358769ef00https://doi.org/10.1155/2024/5527768
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