Journal of Pedagogical Sociology and Psychology
Examining the effectiveness of the process-genre writing instructional framework in EAP writing course
Golebamang Galegane 1 * , Beauty Boikanyo Ntereke 1
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1 University of Botswana, Botswana
* Corresponding Author
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Journal of Pedagogical Sociology and Psychology, 2022 - Volume 4 Issue 2, pp. 112-130
https://doi.org/10.33902/JPSP.202217703

Article Type: Research Article

Published Online: 31 Dec 2022

Views: 1303 | Downloads: 923

ABSTRACT
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.
KEYWORDS
process-genre instructional framework process-genre approach English for Academic Purposes (EAP) expository essay academic writing writing process strategies
In-text citation: (Galegane & Ntereke, 2022)
Reference: Galegane, G., & Ntereke, B. B. (2022). Examining the effectiveness of the process-genre writing instructional framework in EAP writing course. Journal of Pedagogical Sociology and Psychology, 4(2), 112-130. https://doi.org/10.33902/JPSP.202217703
In-text citation: (1), (2), (3), etc.
Reference: Galegane G, Ntereke BB. Examining the effectiveness of the process-genre writing instructional framework in EAP writing course. Journal of Pedagogical Sociology and Psychology. 2022;4(2), 112-130. https://doi.org/10.33902/JPSP.202217703
In-text citation: (1), (2), (3), etc.
Reference: Galegane G, Ntereke BB. Examining the effectiveness of the process-genre writing instructional framework in EAP writing course. Journal of Pedagogical Sociology and Psychology. 2022;4(2):112-30. https://doi.org/10.33902/JPSP.202217703
In-text citation: (Galegane and Ntereke, 2022)
Reference: Galegane, Golebamang, and Beauty Boikanyo Ntereke. "Examining the effectiveness of the process-genre writing instructional framework in EAP writing course". Journal of Pedagogical Sociology and Psychology 2022 4 no. 2 (2022): 112-130. https://doi.org/10.33902/JPSP.202217703
In-text citation: (Galegane and Ntereke, 2022)
Reference: Galegane, G., and Ntereke, B. B. (2022). Examining the effectiveness of the process-genre writing instructional framework in EAP writing course. Journal of Pedagogical Sociology and Psychology, 4(2), pp. 112-130. https://doi.org/10.33902/JPSP.202217703
In-text citation: (Galegane and Ntereke, 2022)
Reference: Galegane, Golebamang et al. "Examining the effectiveness of the process-genre writing instructional framework in EAP writing course". Journal of Pedagogical Sociology and Psychology, vol. 4, no. 2, 2022, pp. 112-130. https://doi.org/10.33902/JPSP.202217703
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