Effects of genre-based approach with graphic organizers on argumentative writing ability of EFL secondary school students

Abstract

The objectives of this study were 1) to investigate the EFL students’ writing ability after implementing genre-based approach with graphic organizers on argumentative writing, and 2) to explore the EFL students’ perceptions toward genre-based approach with graphic organizers on argumentative writing. The sample were 30 eleventh grade students from a public school in Nakhon Nayok who enrolled in English Mastery course. The study employed a one-group pretest-posttest quasi-experimental design to measure the effects of the instruction. The data were collected quantitatively and qualitatively by using writing pretest and posttest, questionnaire, and semi-structured interview. A paired-sample t-test to compare students’ ability before and after the treatment. The data from questionnaire and interview were analyzed by using means, standard deviations, and content analysis.

The findings revealed that students’ argumentative writing ability significantly improved after the implementation of the writing instruction at the significant level of .05 and students had positive perception towards the writing instruction. Students expressed that genre-based approach with graphic organizers could help them in characterizing the structure of argumentative writing and formulating their ideas. Participating the activities in GBA cycle with friends and teacher encouraged them to share their perspectives about the topics. The feedback students received could help to better their outlining. Nevertheless, some students were different in English proficiency and vocabulary knowledge so that could lead to the limitation in producing the arguments. Additionally, there was a difficulty in learning due to technology problems that the instruction was conducted online.