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Investigating an Adapted Process Genre Writing Model and Its Implications for Undergraduate Thai Students

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Title: Investigating an Adapted Process Genre Writing Model and Its Implications for Undergraduate Thai Students
Language: English
Authors: Sarath Withanarachchi Samaranayake, Patteera Thienpermpool, Suneeta Kositchaivat
Source: Indonesian Journal of English Language Teaching and Applied Linguistics. 2025 10(1):73-90.
Availability: Indonesian Journal of English Language Teaching and Applied Linguistics. English Department, Faculty of Education and Teacher Training, State Islamic Institute of Samarinda, Indonesia. e-mail: ijeltalj@gmail.com; Web site: https://ijeltal.org/index.php/ijeltal
Peer Reviewed: Y
Page Count: 18
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Literary Genres, Language Proficiency, English (Second Language), Second Language Learning, Second Language Instruction, Process Approach (Writing), Writing Instruction, Writing Improvement, Teaching Methods, English for Academic Purposes, State Universities, Undergraduate Students, Writing Evaluation, Writing Achievement, Achievement Gains, Instructional Materials, Foreign Countries
Geographic Terms: Thailand
ISSN: 2527-6492
2527-8746
Abstract: Teaching academic writing to English as a Foreign Language (EFL) students poses significant challenges, often requiring instructors to adapt their instructional strategies to effectively meet learners' diverse needs and contexts. This study investigates the impact of an adapted process genre writing model, enhanced with teacher-prepared materials, on improving the academic writing proficiency of tertiary-level students at a public university in Thailand. A quantitative research method was employed for this study, involving a sample of 48 participants selected through convenience sampling. Over one semester, these students received intensive instruction based on the adapted process genre writing model. Data collection involved administering pre-and post-tests to measure changes in writing performance, with statistical analyses conducted using descriptive statistics and paired-sample t-tests to determine the significance of any improvements. The results revealed statistically significant improvements (p < 0.05) in participants' writing proficiency, demonstrating the effectiveness of the adapted process genre writing model. The results suggest that integrating customized instructional resources into this framework can significantly support the academic writing development of Thai EFL undergraduates. The study's implications for EFL instruction are substantial, suggesting that a well-structured, genre-based approach, supplemented with tailored instructional materials, can significantly elevate students' writing proficiency in academic contexts. Recommendations for further research include exploring the long-term effects of this instructional model on students' writing abilities and investigating its applicability across different language proficiency levels and cultural settings.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1467925
Database: ERIC
FullText Text:
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  Data: Investigating an Adapted Process Genre Writing Model and Its Implications for Undergraduate Thai Students
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  Data: Indonesian Journal of English Language Teaching and Applied Linguistics. English Department, Faculty of Education and Teacher Training, State Islamic Institute of Samarinda, Indonesia. e-mail: ijeltalj@gmail.com; Web site: https://ijeltal.org/index.php/ijeltal
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  Data: Teaching academic writing to English as a Foreign Language (EFL) students poses significant challenges, often requiring instructors to adapt their instructional strategies to effectively meet learners&#39; diverse needs and contexts. This study investigates the impact of an adapted process genre writing model, enhanced with teacher-prepared materials, on improving the academic writing proficiency of tertiary-level students at a public university in Thailand. A quantitative research method was employed for this study, involving a sample of 48 participants selected through convenience sampling. Over one semester, these students received intensive instruction based on the adapted process genre writing model. Data collection involved administering pre-and post-tests to measure changes in writing performance, with statistical analyses conducted using descriptive statistics and paired-sample t-tests to determine the significance of any improvements. The results revealed statistically significant improvements (p &lt; 0.05) in participants&#39; writing proficiency, demonstrating the effectiveness of the adapted process genre writing model. The results suggest that integrating customized instructional resources into this framework can significantly support the academic writing development of Thai EFL undergraduates. The study&#39;s implications for EFL instruction are substantial, suggesting that a well-structured, genre-based approach, supplemented with tailored instructional materials, can significantly elevate students&#39; writing proficiency in academic contexts. Recommendations for further research include exploring the long-term effects of this instructional model on students&#39; writing abilities and investigating its applicability across different language proficiency levels and cultural settings.
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  Data: EJ1467925
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 18
        StartPage: 73
    Subjects:
      – SubjectFull: Literary Genres
        Type: general
      – SubjectFull: Language Proficiency
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: Process Approach (Writing)
        Type: general
      – SubjectFull: Writing Instruction
        Type: general
      – SubjectFull: Writing Improvement
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: English for Academic Purposes
        Type: general
      – SubjectFull: State Universities
        Type: general
      – SubjectFull: Undergraduate Students
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      – SubjectFull: Writing Evaluation
        Type: general
      – SubjectFull: Writing Achievement
        Type: general
      – SubjectFull: Achievement Gains
        Type: general
      – SubjectFull: Instructional Materials
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Thailand
        Type: general
    Titles:
      – TitleFull: Investigating an Adapted Process Genre Writing Model and Its Implications for Undergraduate Thai Students
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            NameFull: Suneeta Kositchaivat
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              Type: published
              Y: 2025
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