Impacts of Mixed (Process and Meaning Focused) Instruction on Students’ Paragraph Writing Performance

The aim of this study was to show the impacts of mixed approach (process and meaning focused) writing approach on second year Bachelor of Arts Degree in English Language and Literature students paragraph writing performance at Bonga University, Ethiopia. The study used quasi-experimental research design. The researcher used two sections of students as a subject of the study with fifty and fourth nine students in experimental and comparison groups respectively. These sections were assigned as experimental and comparison groups using lottery method. The comparison group was conducted by process approach, whereas the other group (experimental) was taught paragraph writing through (mixed) process and genre writing approach. Data were collected through paragraph writing. The pre intervention analysis showed that the two groups had the same writing performance because the p- value 0.25 is greater than 0.05; however, the posttest mean statistics revealed experimental group brought radical change. Thus, significance difference was observed between comparison and experimental groups. Also, the result confirmed that the significance level is high. To conclude, mixed (process genre) writing approach is relevant for the students to improve their paragraph writing performance. Thus, it is recommended that teaching writing skill must be integrated with form and content so that learners will be able to interact to improve their writing abilities.