The Effects of Process-Genre Approach on Writing Performance and Writing Anxiety of Thai EFL University Students

Abstract

The primary aim of this study was to examine the effects of the process-genre approach (PGA) on Thai university students’ essay writing performance in five key aspects: content, organization, vocabulary, language use, and mechanics. Additionally, the study sought to assess changes in students’ writing anxiety levels before and after PGA implementation. Using a quasi-experimental research design, 70 second-year English major students from two intact classes were participants, with 37 in the experimental group and 33 in the control group. The experimental group received PGA instruction, while the control group was taught using the process approach. Two research instruments were used to collect data: pre- and post- tests of expository essay writing to measure writing performance and a writing anxiety questionnaire to measure anxiety levels. The results demonstrated that the experimental group significantly outperformed the control group in the post-test in content, organization, and vocabulary. However, there were no significant differences observed in language use and mechanics. In addition, the results indicated that PGA could significantly reduce students’ writing anxiety in all three types of anxiety (somatic, cognitive, and avoidance behavior). The study also discusses the implications of these results for effectively implementing PGA.