Using Genre-Based Approach to Develop EFL Faculty of Education Students’ Recount Writing Ability and Reducing

Abstract

This study aimed to recognize the effectiveness of using a Genre based Approach (GBA) to develop 1 st year English Majors‟ Recount Writing ability(RW) and reduce their Writing Apprehension(WA). The participants of the study were 60 English majors at the Faculty of Education, Minia University. The study adopted the quasi-experimental design in which two groups were assigned; one serving as the experimental group (30 students) while the other serving as the control group (30 students). They participated in the field study which took place in the first term of the academic year 2022/2023. The instruments of the study were: a questionnaire, a language placement test, a RW test, a writing scoring rubric and a WA scale. Data obtained from students‟ responses was analyzed using t-test. A genre based training instruction material was also utilized. The findings of the study revealed statistically significant differences due to the training, favoring the experimental group, in the post-administration of the RW test as well as the WA scale. Accordingly, the suggested training material was found to have a positive effect on developing EFL Faculty of Education students‟ 1 st year English majors‟ ability in writing recount texts and reducing their writing apprehension. Suggestions for further research and recommendations were also presented.