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An Action Research on the Integration of Process Writing and Genre-Based Approach in Enhancing Narrative Writing Ability

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Author
Tran Thi Thuong, Pilanut Phusawisot, Pimyupa Praphan

Abstract

This study focused on classroom teaching problems and the solutions in teaching English narrative writing at university level. Based on the main problem of students’ obstacles in writing a narrative paragraph, the integration of process writing and genre-based approach was carried out as a solution so as to investigate the effect of the integrated approach in enhancing Thai students’ narrative paragraph writing ability, and their attitudes toward the integrated approach. The participants were 15 first-year English majors at a Rajabhat University, selected by purposive sampling. The action research was designed with a spiral structure with four research loops including planning, acting, observing, and reflecting. The study also showed the progress in narrative paragraphs from two lesson plans, based on an integrated approach by making the class student-centered through collaboration, group discussion, conference writing, and extensive feedback exchange. After data collection from a pretest, a posttest, a semi-structured interview, and a self-reflection paper, mean scores and content analysis were used for data analysis. The findings indicated that the participants’ narrative writing ability significantly improved; this was determined by their pretest at 33.00 and posttest scores at 75.87. The participants responded positively to the usefulness of the six steps of writing process based on the integration of process writing and genre-based approach in teaching narrative paragraph writing skills.

Keyword

Genre-based Approach, Process Writing, Narrative Enhancement, Writing Ability

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