Effects of Genre-Based Approach with Graphic Organizers on Argumentative Writing Ability of EFL Secondary School Students
DOI:
https://doi.org/10.14456/ojed.2022.22Keywords:
genre-based approach, graphic organizers, argumentative writingAbstract
The objectives of this study were 1) to investigate EFL students’ writing ability after implementing a genre-based approach with graphic organizers on argumentative writing, and 2) to explore EFL students’ perceptions toward a genre-based approach with graphic organizers on argumentative writing. The sample consisted of 30 eleventh grade students from a public school in Nakhon Nayok who had enrolled in an English Mastery course. The study employed a one-group pretest-posttest quasi-experimental design to measure the effects of the instruction. The data were collected both quantitatively and qualitatively by using a written pretest and posttest, a questionnaire, and a semi-structured interview. A paired-sample t-test was then used to compare the students’ abilities before and after the treatment. The data from the questionnaire and interview were analyzed using mean, standard deviation, and content analysis. The findings revealed that the students’ argumentative writing ability significantly improved after the implementation of this approach at the .05 level of significant and students had positive perceptions of this form of writing instruction.
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