The Impact of Genre-based and Process-based Instructions on Enhancing the Iranian English Majors' Grammatical Writing Accuracy: A Comparative Study

The current study aimed to investigate the role of teachers' use of the genre-based approach versus the process-oriented approach to teaching writing skill, specifically focusing on the Iranian English Majors' writing ability in the sub-skill of grammatical accuracy. A pretest-posttest design was employed for the study. Thirty-four freshmen who were studying English Literature in Vali-e-Asr University of Rafsanjan, Iran, participated in this study in the second semester of their academic year ۲۰۱۹-۲۰۲۰. They were assigned to the two homogenous comparison groups of genre-based and process-oriented instruction based on the results of the pretest. The obtained results revealed that students who received the genre-based approach to writing instruction showed a notable progress in the component of grammatical accuracy in the posttest in comparison to the students who received process-oriented instruction. It should be noted that in favor of genre-oriented approach, students' significant performance is attributed to repeated exposure to authentic texts that move students towards grammar incidental acquisition in the context.

کلیدواژه ها:

Genre-based approach ، Process-based approach ، Grammatical accuracy