Process-Genre Approach: Iranian EFL learners’ Argumentative Writing as an Example

Abstract

Comparing the effect of implementing process versus process-genre approach on Iranian EFL students’ argumentative writing was the primary aim of the study. Three discourse features were selected for analysis (i.e., organization pattern, coherence, and cohesion). In a quasi-experimental design, ninety-two EFL learners (from a subject pool of 117) were selected based on the BABEL test at upper-intermediate level in the age range of 18-36. The chosen participants were randomly allocated to an experimental group (N = 47) given process-genre approach instruction and a control group (N = 45) that was instructed utilizing the process approach. Then, two post-tests were taken: one right away and the other later. The results showed that the distinction between the two groups regarding three discourse features was statistically significant and the effects of process-genre approach retained in delayed post-test. The findings suggested that the integration of genre with writing processes can enhance Iranian EFL learners’ argumentative writing. The pedagogical implications of the study are also discussed.