Teaching English Writing through Process-Genre Approach: An Action Research Project

Teaching English Writing through Process-Genre Approach: An Action Research Project

Nguyen Thi Huong Lan* lannth@hnue.edu.vn Hanoi National University of Education (VIETNAM)
Tran Duc Anh thesmallshine@gmail.com Faculty of English, Hanoi National University of Education (VIETNAM)
This study is an attempt to improve students’ writing proficiency at a high school in Vietnam. To achieve this aim, a two-cycle Critical Participatory Action Research project was conducted. During the intervention procedure, Process-genre approach was implemented into writing lessons which focused on expository essays. The data were collected from the teacher’s journal, questionnaire as well as the pre-test and post-test. The results indicate that students made considerable progress in most aspects of their writing, and they expressed positive opinions about this approach.
process-genre approach
expository essays.

[1] Badger, R., & White, G. (2000). A process genre approach to teaching writing. ELT Journal, 54(2), 153–160. https://doi.org/10.1093/elt/54.2.153

[2] Du, A.H.C. (2015). Teaching and Learning English Writing Skills at Chu Van An High School for the Gifted, Lang Son Province: Difficulties and Solutions. Master’s thesis, Vietnam National University, Hanoi

[3] Feez, S., & Joyce, H. (1998). Text based syllabus design. Sydney: National Centre for English Language Teaching and Research, Macquarie University.

[4] Harmer, J. (2013). The practice of English language teaching: With DVD (4nd ed.). Pearson Education.

[5] Hoang, T.M.H. (2013). The challenges in teaching and learning writing skill with the textbook English 11 (basic stream) at Tinh Gia 5 high school, Thanh Hoa. Master’s thesis, Vietnam National University, Hanoi

[6] Hoang, V.V. (2015). English 11. Vietnamese Education publishing house.

[7] Humphrey, S., Droga, L., & Feez, S. (2013). Grammar and meaning. Primary English Teaching Association.

[8] Hyland, K. (2003). Second language writing. Cambridge University Press.

[9] Jarunthawatchai, W. (2010). A Process-genre approach to teaching second language writing: theoretical perspective and implementation in a Thai university setting. Doctor’s thesis, University of Southampton.

[10] Janenoppakarn, C. (2016). Effects of using Process-genre approach on the teaching of writing: A case study of higher and lower proficient EFL students. Doctor’s thesis, Thammasat University

[11] Kemmis, S., McTaggart, R., & Nixon, R. (2013). The action research planner. Springer.

[12] Kieu, T.H. (2009). Difficulties encountered by grade-10 students at Truong Dinh upper secondary school in learning writing skill with the new textbook Tieng Anh 10. Master’s thesis, Vietnam National University, Hanoi

[13] Le, L. H. (2013). Teaching essay writing to the 10th form students at Nguyen Mong Tuan high school, Thanh Hoa province: Difficulties and solutions. Master’s thesis, Vietnam National University, Hanoi

[14] Macken-Horarik, M. (2001). “Something to shoot for”: A systemic functional approach to teaching genre in secondary school science. In A.M. Johns (Ed.), Genre in the classroom: Multiple perspectives (pp. 17-42). London: Lawrence Erlbaum Associates, Publishers.

[15] Matsuda, P.K, & Silva, T. (2020). Writing. In N. Schmitt (Ed.), An Introduction to Applied Linguistics (pp. 279–293). Taylor & Francis Group

[16] Nguyen, N. H. (2013). The impact of a genre-based approach on 11th students’ writing performance: An action research at Tuyen Quang Gifted High School, Tuyen Quang. Master’s thesis, Vietnam National University, Hanoi

[17] Oshima, A., & Hogue, A. (2006). Writing academic English (4th ed). Pearson/Longman.

[18] Pimentel, J. (2019). Some Biases in Likert Scaling Usage and its Correction. International Journal of Sciences: Basic and Applied Research (IJSBAR). 45. 183-191.

[19] Pincas, A. (1982a). Writing in English 1. London: Macmillan

[20] Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching (2nd ed.). Cambridge University Press.

[21] Swales, J. (1990). Genre analysis: English in academic and research settings (1. publ., 14. print). Cambridge University.

[22] Tran, T.T. (2016). An action study on a Process-genre approach to teaching IELTS writing task 2 to nonEnglish major students at band 4.5-5.5 in a Vietnamese university setting. Master’s thesis, Vietnam National University, Hanoi.

[23] Tribble, C. (1996). Writing. Oxford University Press.

[24] White, R. & Arndt, V. (1991). Process Writing. Essex: Addison Wesley Longman.

[25] Yan, G. (2005). A Process Genre Model for Teaching Writing. English Teaching Forum, 43(3), 18–26

Articles in Issue