The Effect of Genre-based Instruction of Humorous Narrative Texts on Iranian EFL Learners’ Writing Performance

Abstract

The present qusi-experimental study investigated the instructional efficacy of genre-based instruction along with humorous texts on Iranian EFL learners' writing performance.Out of 90 participants, 60 EFL male and female students at university level, with the age range of 19-28, were selected based on a standard profeciency test, Preliminary English Test (PET), and randomly assigned into control and experimental groups. Each group contained 30 students for whom a pre-test and post-test were administered. The teaching materials of narrative texts were prepared in a way to conform to the genere-based approach;but for the experimental group humorous texts were added. The results of the study, based on statistical analysis of one way of ANOVA, indicated that the genre-based+humorous texts methodology had significant effects on Iranian EFL learners' writing performance.It revealed the fact that using genre-based instruction along with humorous texts would be benificial for langauge pedagogy.