2025/07/08 by Sahar M. Al Zahrani, Anjum Chaudhary · 1 voice
Arts and Humanities · Psychology · #EFL/ESL Teaching and Learning #Second Language Acquisition and Learning #Second Language Learning and Teaching
paper · doi:10.31235/osf.io/8cnbq_v1
openalex publication_date 2025/07/08 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/14
This study examines how the writing proficiency of first-year EFL female university students are affected by a genre-based English writing course. Three main topics will be addressed in this study using a quantitative research approach to inquiry and students’ self-reported data: (1) how well the course design supports students’ effective assignment submission, (2) how beneficial the support mechanisms built into the course, (3) and how skilful students are in writing overall after finishing the course. The study incorporated a sample of 119 first-year female university students selected using a convenience sampling strategy. A survey was used to gather data and measure the perceived impact of teaching writing using a genre-based approach—using genres found in the student’s assigned textbooks. The course framework was designed to meet the practical needs of EFL learners, and it provides clear teaching and assistance to master particular writing genres. The results show that the genre-based writing course enhances task submission, offers strong support, and improves writing skills. However, challenges like group dynamics, deadlines, and writing anxiety were highlighted. By demonstrating the value of genre-based teaching strategies and pointing out areas for improvement, the findings of this study would advance the field of EFL instruction.