The study examined students' practices and challenges of the computer-assisted process-genre approach in EFL writing. A descriptive survey research design with mixed methods of data collection and analysis was used. The overall (twenty-two) third-year English language and literature department students participated in the study. Data was collected through a questionnaire and an interview. Quantitative data were organized and analyzed statistically using SPSS, 25. Descriptive statistics were used to analyze the mean score and standard deviation. Qualitative data were analyzed in a qualitative way and narrated and interpreted to support the findings. The study concluded that students rarely practice a computer-assisted process-genre approach in EFL writing, with the average mean of M=2.69 and SD=.563. The average mean score (M=2.87, SD=.591) indicates that students' purpose of using a computer-assisted process-genre approach in EFL writing inclines towards the sometimes scale. The average mean (M=4.41, SD=.499) suggests that students' practice of the computer-assisted process-genre approach in EFL writing is interrupted by various challenges. Institutional, pedagogical, and student-related challenges hinder their practice of a computer-assisted process-genre approach in EFL writing. Thus, adequate facilities, training, and support are expected to be at hand to assure students' intellectual abilities in writing.
Gebre et al. (Tue,) studied this question.
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