NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED539137
Record Type: Non-Journal
Publication Date: 2013
Pages: 58
Abstractor: As Provided
Reference Count: 116
ISBN: N/A
ISSN: N/A
The Effect of the Genre-Based Approach to Teaching Writing on the EFL Al-Azhr Secondary Students' Writing Skills and Their Attitudes towards Writing
Elshirbini Abd-ElFatah Elashri, Ismail Ibrahim
Online Submission
This study aimed at developing some writing skills for second year secondary stage students and their attitudes towards writing through using the genre based approach. Hence, the problem of the study was stated in the following statement: "The students at Al Azhar secondary schools are not good at writing. As a result their writing skills are weak. Consequently, they develop a negative attitude towards writing". They need to be trained in the skill of writing and there is a dire need to use a genre-based approach to writing content. The study adopted the experimental design, i.e., using an experimental group and a control group. The experimental group received genre-based instruction while the control group received traditional writing instruction. The genre-based instruction was provided to the experimental group at Satamooni Al-Azhar Secondary Institute for Girls at Satamooni whereas the traditional writing instruction was provided to the control group at Roda Al-Azhar Secondary Institute for Girls at Roda; both institutes are located in Dakahlia Governorate. The instruction lasted for nine weeks for each group. The instruction took place in the second term of the academic year 2010/2011. The following instruments were designed by the researcher: A Writing Performance Test, A Holistic Scoring Rubric, An Analytic Scoring Rubric and A Writing Attitude Scale. The present study provided evidence for the effectiveness of using genre-based Approach in developing students' writing performance and attitudes towards writing. Further, the study highlighted the advantages of using genre-based approach in developing writing skills and attitudes towards writing. The following are appended: (1) Students' achievement test in the first term; (2) A list of writing skills expected from secondary stage students; (3) Student writing attitude scale; and (4) The pre-post writing performance test. (Contains 1 figure and 14 tables.)
Publication Type: Reports - Research; Tests/Questionnaires
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Egypt