A Genre-Based Reading-to-Writing Intervention for Thai EFL Undergraduates: Enhancing Academic Writing Performance in Thailand's Deep South
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| Title: | A Genre-Based Reading-to-Writing Intervention for Thai EFL Undergraduates: Enhancing Academic Writing Performance in Thailand's Deep South |
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| Language: | English |
| Authors: | Bayatee Dueraman, Yusop Boonsuk (ORCID |
| Source: | European Journal of Education. 2026 61(2). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Intervention, Foreign Countries, English (Second Language), Second Language Learning, Undergraduate Students, Persuasive Discourse, Essays, Direct Instruction, Process Approach (Writing), Writing Instruction, Second Language Instruction, Models, Student Attitudes |
| Geographic Terms: | Thailand |
| DOI: | 10.1111/ejed.70666 |
| ISSN: | 0141-8211 1465-3435 |
| Abstract: | This study evaluates a 10-week genre-based intervention that combined model essay analysis, explicit instruction, and process-based writing to enhance Thai undergraduates' argumentative essay performance. Informed by genre-based pedagogy, the intervention proceeded through a structured cycle of reading, analysis, writing and reflection. The study adopted a mixed-methods design. Quantitative data from pre- and post-intervention questionnaires (N = 26) were analysed with descriptive and inferential statistics to assess perceived development across four core dimensions of writing. Results revealed significant gains in self-perceived task response (M = 2.63-4.21), coherence and cohesion (M = 2.85-4.26), lexical resource (M = 2.69-4.29) and grammatical range and accuracy (M = 2.50-4.06), with large effect sizes (Cohen's d = 2.03-2.77; all p < 0.001). Students reported greater confidence and control in structuring ideas, using academic vocabulary, and applying complex grammar. Qualitative data from semi-structured interviews (n = 26), focus group discussions (six groups of 4-5 participants) and reflective journals (n = 26) were subjected to deductive content analysis. Findings revealed enhanced genre awareness, improved metacognitive regulation, and stronger engagement with academic discourse. Participants described a clearer understanding of essay types, more coherent paragraphing, and a transition from surface-level strategies toward purposeful, audience-oriented writing. Emotional developments, including reduced anxiety and increased autonomy, were also noted. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1506898 |
| Database: | ERIC |
| Abstract: | This study evaluates a 10-week genre-based intervention that combined model essay analysis, explicit instruction, and process-based writing to enhance Thai undergraduates' argumentative essay performance. Informed by genre-based pedagogy, the intervention proceeded through a structured cycle of reading, analysis, writing and reflection. The study adopted a mixed-methods design. Quantitative data from pre- and post-intervention questionnaires (N = 26) were analysed with descriptive and inferential statistics to assess perceived development across four core dimensions of writing. Results revealed significant gains in self-perceived task response (M = 2.63-4.21), coherence and cohesion (M = 2.85-4.26), lexical resource (M = 2.69-4.29) and grammatical range and accuracy (M = 2.50-4.06), with large effect sizes (Cohen's d = 2.03-2.77; all p < 0.001). Students reported greater confidence and control in structuring ideas, using academic vocabulary, and applying complex grammar. Qualitative data from semi-structured interviews (n = 26), focus group discussions (six groups of 4-5 participants) and reflective journals (n = 26) were subjected to deductive content analysis. Findings revealed enhanced genre awareness, improved metacognitive regulation, and stronger engagement with academic discourse. Participants described a clearer understanding of essay types, more coherent paragraphing, and a transition from surface-level strategies toward purposeful, audience-oriented writing. Emotional developments, including reduced anxiety and increased autonomy, were also noted. |
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| ISSN: | 0141-8211 1465-3435 |
| DOI: | 10.1111/ejed.70666 |
