The Effect of Process Genre Approach for Developing English Writing Skills of Secondary School Students And Reducing Their Writing Anxiety. | ||||
| CDELT Occasional Papers in the Development of English Education | ||||
| Article 17, Volume 68, Issue 1, October 2019, Page 513-528 PDF (683.71 K) | ||||
| Document Type: Original Article | ||||
| DOI: 10.21608/opde.2019.132690 | ||||
 View on SCiNiTO | ||||
| Author | ||||
| Heba M. Abdullah Abdullah | ||||
| Abstract | ||||
| The research aimed at examining the effect of process genre approach for developing English writing skills of secondary school students and reducing their writing anxiety The study adopted the quasi-experimental design. The sample of the research consisted of a group of secondary school students. The sample of the research has been assigned to an experimental group (n=31)and a control group (n=31). Instruments of the research included a writing skills checklist, a pre-post writing skills test, and a writing anxiety inventory. Results revealed that there were statistically significant differences at 0.01 levels for the overall writing skills in favor of the post-administration. Moreover, it indicated that using process-genre approach had a large effect on reducing the English writing anxiety. Results were discussed in relation to several factors that affected the overall language learning process. Finally, the research provided beneficial contributions in relation to implementing the process-genre approach within English writing classrooms | ||||
| Keywords | ||||
| Process-Genre Approach; Genre – Approach; Writing Anxiety; Writing Skills | ||||
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