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This study reports on an intervention designed to explore the applicability of the process-genre instructional framework to teach students expository academic essay writing in an EAP writing course. The main aim of the study is to assess the effectiveness of the process-genre writing instructional framework to improve students’ academic essay writing skills to write coherent and well-structured expository essays. Two research instruments for data collection were employed: focus group interviews and the samples of students’ expository essays. Data were analysed thematically in order to generate new insights from the data. The results show that the process-genre instructional framework i) had a significant impact in improving students’ expository academic essay writing skills ii) facilitated development of students social/affective strategies thus encouraging an appreciation of cooperating with peers in constructing, giving, and receiving feedback and students perceived the process genre framework as useful in developing expository academic essay writing skills. The findings of this study have implications for teaching practice in L2 EAP courses and enrich its instructional practices.
Galegane et al. (Sat,) studied this question.
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