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Connecting Reading and Writing in Foreign Language Instruction: A Process-Genre Approach

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Title: Connecting Reading and Writing in Foreign Language Instruction: A Process-Genre Approach
Language: English
Authors: Orathai Chaiya Jarunthawatchai, Wisut Jarunthawatchai, Lester Gilbert
Source: LEARN Journal: Language Education and Acquisition Research Network. 2025 18(2):493-518.
Availability: Language Institute of Thammasat University. The Prachan Campus, 2 Prachan Road, Bangkok 10200 Thailand. e-mail: learnjournal@gmail.com; Web site: https://www.tci-thaijo.org/index.php/learn
Peer Reviewed: Y
Page Count: 26
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Reading Writing Relationship, Writing Processes, Accuracy, Second Language Learning, Second Language Instruction, Process Approach (Writing), Writing Instruction, Academic Language, Writing Skills, Discourse Analysis, Writing Evaluation, Audience Awareness, Scaffolding (Teaching Technique), Writing Improvement, Undergraduate Students, Foreign Countries
Geographic Terms: Thailand
ISSN: 2630-0672
2672-9431
Abstract: This study explores how connecting reading and writing through a process-genre approach enhances EFL learners' academic writing competence. Based on quantitative and qualitative data, the study demonstrates that students made statistically significant improvements across seven writing traits, with the most substantial gains observed in discourse level features--interestingness, organization, content, and cohesion. These developments were supported by students' growing genre awareness acquired through scaffolded reading and analyzing of model texts, collaborative and independent writing tasks, and reflective activities. The findings also reveal how students systematically applied genre knowledge to their own compositions, particularly in understanding writing contexts, communicative purposes, and audience expectations. While improvements in linguistic accuracy and appropriacy were more moderate, students reported that they gained more confidence in writing. Through engagement with the reading and writing activities, students could observe how meaning is constructed in texts and apply these insights into their writing. This study underscores the pedagogical significance of connecting reading and writing within a process-genre instruction to enhance meaningful writing development.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1479898
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Connecting Reading and Writing in Foreign Language Instruction: A Process-Genre Approach
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  Data: <searchLink fieldCode="AR" term="%22Orathai+Chaiya+Jarunthawatchai%22">Orathai Chaiya Jarunthawatchai</searchLink><br /><searchLink fieldCode="AR" term="%22Wisut+Jarunthawatchai%22">Wisut Jarunthawatchai</searchLink><br /><searchLink fieldCode="AR" term="%22Lester+Gilbert%22">Lester Gilbert</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22LEARN+Journal%3A+Language+Education+and+Acquisition+Research+Network%22"><i>LEARN Journal: Language Education and Acquisition Research Network</i></searchLink>. 2025 18(2):493-518.
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  Data: Language Institute of Thammasat University. The Prachan Campus, 2 Prachan Road, Bangkok 10200 Thailand. e-mail: learnjournal@gmail.com; Web site: https://www.tci-thaijo.org/index.php/learn
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  Data: 26
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  Data: <searchLink fieldCode="DE" term="%22Thailand%22">Thailand</searchLink>
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  Data: 2630-0672<br />2672-9431
– Name: Abstract
  Label: Abstract
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  Data: This study explores how connecting reading and writing through a process-genre approach enhances EFL learners' academic writing competence. Based on quantitative and qualitative data, the study demonstrates that students made statistically significant improvements across seven writing traits, with the most substantial gains observed in discourse level features--interestingness, organization, content, and cohesion. These developments were supported by students' growing genre awareness acquired through scaffolded reading and analyzing of model texts, collaborative and independent writing tasks, and reflective activities. The findings also reveal how students systematically applied genre knowledge to their own compositions, particularly in understanding writing contexts, communicative purposes, and audience expectations. While improvements in linguistic accuracy and appropriacy were more moderate, students reported that they gained more confidence in writing. Through engagement with the reading and writing activities, students could observe how meaning is constructed in texts and apply these insights into their writing. This study underscores the pedagogical significance of connecting reading and writing within a process-genre instruction to enhance meaningful writing development.
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  Data: 2025
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  Data: EJ1479898
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 26
        StartPage: 493
    Subjects:
      – SubjectFull: Reading Writing Relationship
        Type: general
      – SubjectFull: Writing Processes
        Type: general
      – SubjectFull: Accuracy
        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: Academic Language
        Type: general
      – SubjectFull: Writing Skills
        Type: general
      – SubjectFull: Discourse Analysis
        Type: general
      – SubjectFull: Writing Evaluation
        Type: general
      – SubjectFull: Audience Awareness
        Type: general
      – SubjectFull: Scaffolding (Teaching Technique)
        Type: general
      – SubjectFull: Writing Improvement
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      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Thailand
        Type: general
    Titles:
      – TitleFull: Connecting Reading and Writing in Foreign Language Instruction: A Process-Genre Approach
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            NameFull: Orathai Chaiya Jarunthawatchai
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            NameFull: Wisut Jarunthawatchai
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            NameFull: Lester Gilbert
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              Y: 2025
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              Value: 2672-9431
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            – TitleFull: LEARN Journal: Language Education and Acquisition Research Network
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