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This paper aims at investigating the effects of a genre-based approach to teaching technical writing to Thai engineers, with a focus on writing work instructions, and the attitudes of Thai engineers toward this genre-based writing. The lesson plan was evaluated by three experts for the appropriateness of teaching technical writing to Thai engineers. Learning achievements have been examined using a comparison of pre-and post-tests for ten engineers who are in the same discipline, yet have different backgrounds of English proficiency. The learning outcomes were measured by the difference in scores between pre-test and post-test, and revealed that there was a significant difference between after teaching at p-value < .05 (p= 0.002) as indicated by their paired t-test analysis. Lastly, a satisfaction interview of the overall course has been conducted for four participants and showed that the engineers' attitudes were positive about the teaching method.
Ueasiriphan et al. (Sun,) studied this question.