Using the Process-Genre Approach to Improve Fourth-Grade EFL Learners’ Paragraph Writing

Abstract

Writing plays a significant role in foreign language learning. Previous research has reported on the effectiveness of several approaches to develop writing skills. The present qualitative action research study focuses on the paragraph writing of elementary students. To collect data on the way the process-genre approach assisted fourth-grade EFL learners to write well-structured narrative paragraphs, the researcher used artefacts, the teacher and students’ journals, and a focus group interview. Data were analyzed using the Grounded Theory approach showing that most of the participants managed to write well-structured paragraphs in which they developed just an idea and supported it without deviating from the subject. Learners also became aware of the audience role and some features pertaining to the narrative writing genre. The findings of the study support the notion that the process-genre approach is an effective way for young learners to achieve the expected learning goals; hence, it could be more widely adopted in writing courses at the elementary school level.