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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
Language: English
Authors: Bayatee Dueraman, Yusop Boonsuk (ORCID 0000-0002-3923-6163)
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
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  Data: A Genre-Based Reading-to-Writing Intervention for Thai EFL Undergraduates: Enhancing Academic Writing Performance in Thailand&#39;s Deep South
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  Data: &lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Bayatee+Dueraman%22&quot;&gt;Bayatee Dueraman&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Yusop+Boonsuk%22&quot;&gt;Yusop Boonsuk&lt;/searchLink&gt; (ORCID &lt;externalLink term=&quot;https://orcid.org/0000-0002-3923-6163&quot;&gt;0000-0002-3923-6163&lt;/externalLink&gt;)
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  Data: &lt;searchLink fieldCode=&quot;SO&quot; term=&quot;%22European+Journal+of+Education%22&quot;&gt;&lt;i&gt;European Journal of Education&lt;/i&gt;&lt;/searchLink&gt;. 2026 61(2).
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  Data: Wiley. Available from: John Wiley &amp; 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
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  Data: This study evaluates a 10-week genre-based intervention that combined model essay analysis, explicit instruction, and process-based writing to enhance Thai undergraduates&#39; 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&#39;s d = 2.03-2.77; all p &lt; 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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    Identifiers:
      – Type: doi
        Value: 10.1111/ejed.70666
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 20
    Subjects:
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        Type: general
      – SubjectFull: Foreign Countries
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      – SubjectFull: English (Second Language)
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      – SubjectFull: Process Approach (Writing)
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Thailand
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      – TitleFull: A Genre-Based Reading-to-Writing Intervention for Thai EFL Undergraduates: Enhancing Academic Writing Performance in Thailand's Deep South
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            NameFull: Bayatee Dueraman
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            NameFull: Yusop Boonsuk
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              Y: 2026
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