Impact of Process and Genre-Based Approaches to Writing on Iranian EFL Learners' Writing Performance across Creativity Levels

Journal of English Language Pedagogy and Practice

دوره 15، شماره 30، آذر 2022، صفحه 173-194   

نوع مقاله: Research Paper

شناسه دیجیتال (DOI): 10.30495/jal.2022.696824

نویسندگان

Solmaz Irannezhad¹؛ Nasser Ghafoori^{* 2}؛ Asgar Mahmoudi³

¹Department of English, Sarab Branch, Islamic Azad University, Sarab, Iran

²Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran

³Department of English, Ardabil Branch, Islamic Azad University, Ardabil, Iran

چکیده

This study aimed at investigating the effect of process-based and genre- based approaches to writing instruction on Iranian EFL learners’ writing performance across high and low creativity levels. The study followed a quasi-experimental design and it was conducted with a homogenous sample of 72 learners who were selected from an initial group of 90 participants from a private language institute in Urmia, Iran. Based on the results of an English proficiency test known as Oxford Placement Test and a test of creativity known as Abedi-Schumacher Creativity Test, the participants were assigned into four groups of 18. The treatment period lasted for 10 sessions including pretest and posttest sessions. The results of ANCOVA statistics showed that the type of instruction had statistically significant effect on the learners’ writing performance, with the higher performance of genre-based over the process-based writing instruction, while the level of creativity had no significant effect on the participants’ writing scores. Furthermore, a significant interaction was observed between instruction type and the learners’ creativity level. The findings of this study have pedagogical implications for teachers, syllabus designers, and practitioners to use appropriate instructional methods in ELT with special attention on learners’ creativity levels.

کلیدواژه‌ها

EFL learners؛ creativity level؛ genre-based؛ process-based؛ writing approach؛ writing performance

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