Impacts of the implementation of the process genre approach to teaching writing on majored students writing at khanh hoa university a thesis submitted in partial fulfillment of the require

Chapter INTRODUCTION 1.1 Rationale of the study Writing is one of the four main language skills which learners need to possess so as to be able to demonstrate their communicative competence in the use of English language It is considered as the most demanding task (Tribble, 1996; Zheng, 1999) because it requires the application of the knowledge of the other three skills as well as the linguistic and cognitive skills of the learners (Silva, 1990; Raimes, 1991) In fact, Nunan (1999, p 271) considers it an enormous challenge to produce “a coherent, fluent, extended piece of writing” in one’s second language Being competent in writing is necessary not only for tertiary level learners to complete their assignments or assessment tests at colleges or universities but also for their future work after graduation Although writing skill is so difficult and important, in reality of teaching and learning English in Vietnam for a long time, especially at high schools, teaching and learning writing has not got much attention from teachers and investment from learners Practice listening, speaking, reading skill and language areas including vocabulary, phonetics and grammar has been paid much more attention from the English as a Foreign Language (EFL) teachers and students for exam-driven purposes Meanwhile, writing skill is mostly regarded as a consolidation practice of grammar, vocabulary and structures they have learnt and “is frequently accepted as being the last language skill to be acquired…for foreign/ second language learners” (Hamp-Lyons & Heasley, 2006, p.2) These lead to the fact that most learners who have just graduated from high schools and been admitted to colleges and universities, especially those left high school before the school year of 2013-2014, have only got used to doing the multiple-choice tests, which consist of sections on grammar, vocabulary, reading comprehension and writing, with some kinds of tasks transformed from rewriting sentences in another way, using the suggested words and keeping the same meaning with the original sentences; rearranging jumbled words or phrases into meaningful sentences; making sentences using suggested words or giving the correct forms of verbs in brackets to complete sentences (Hoang, 2007) Those types of writing tasks given by high school teachers only aim at helping the learners get good scores and pass the multiple-choice exams at schools, not enabling them to improve their writing skill because they hardly have chances to write their own paragraphs Therefore, when they are asked to write a paragraph on their own, they can hardly write a short complete paragraph about a familiar and easy topic as they have not defined what the real purposes of their writing are, who their target audiences are, in which contexts and what linguistic conventions of texts they have to follow They also meet difficulties in generating and organizing ideas, using an appropriate selection of vocabulary and arranging such ideas into a completed coherent text so that the readers find it easy to understand (Richard & Renandya, 2002) These purely have shown the students’ limited ability in writing Consequently, students become unconfident, even discouraged in writing learning and develop a negative attitude towards writing As a consequence, even when becoming English majors in colleges or universities, their writing ability is rather low English majors at Khanh Hoa University (former Nha Trang College of Education) are not exception Based on the results of the college entrance examination of the school year 2013-2014 as well as students’ low college reports after two terms of their first year at Khanh Hoa University from the source of the Training Department of Khanh Hoa University, it can be inferred that their writing competence is not improved much It seems that writing instructions have not been employed appropriately Therefore, it has not made great impacts on their writing competence In the course syllabus of the school year 2013-2014 at Khanh Hoa University, listening and speaking, reading and writing are taught as integrated skills Reading and writing skills are taught within 45 periods per semester, each of which lasts for 50 minutes, and theoretically, writing accounts for half of that amount of time It is rather timeconstraint for both teachers to present the lecture and students to have a chance to practice writing Besides, teachers of writing are in charge of large-size classes, over 40 students In order to have enough time for all the students to practice writing in class and apply what they are taught, normally, teachers adopt the easy way by giving lectures on how to write generally What the teachers usually in the classroom is giving the writing tasks, analyzing the model of the writing type, introducing the main structures, tenses and vocabulary used in this type of writing, then giving students 20 or 30 minutes to think and write about that topic For the second-year students, they are supposed to write reports on topics What they have to then are reading the requirement of the writing task, brainstorming and writing following what is required Then, if there is enough time left, teachers can correct some students’ writing products in class; otherwise, the teachers collect their papers and mark them at home (Hoang, 2007) These familiar steps of teaching writing in EFL classroom are obviously product-based in which students are hoped to produce as few error-free writing products as possible and the teachers care for only forms such as syntax and word forms, not the meaning, the writing content (Hoang, 2007) In other words, writing classes in most colleges and universities nowadays in Vietnam, especially at Khanh Hoa University, have been quite product-oriented and the written product is often evaluated mainly in terms of language knowledge (Tran, 2007) This “is greatly shaped by the grammar translation method that has dominated the language teaching and learning reality in Vietnam for decades” (Pham, 2000, p 21) Therefore, grammar points together with sentence structures have been important factors in the teaching of writing in Vietnam Moreover, writing has been conducted in the classroom as an individual activity with the teacher as the only reader, and the students are quite quiet (Tran, 2001) Consequently, this situation makes students feel bored in writing sections Compositions created seem artificial and not serve the purpose of plurality of real readers outside the classroom context From the practical aspect, there is an urgent need to utilize a different approach on a combination of writing approaches in order to improve the students’ writing skills and give them motivation in writing Besides, all teachers in Khanh Hoa university have been encouraged to apply the new appropriate teaching method into their teaching career provided that all contents in the course syllabus are covered, teaching objectives are gained and the outcomes are the same or better From the theoretical perspective, a number of scholars in second language writing, such as Tribble, 1996; Badger and White, 2000; Hyland, 2003b, have suggested the combination of the process approach and the genre approach to teaching writing to students in second language contexts While the process approach deals with the process of writing, encompassing four phases like prewriting, drafting, revising and rewriting; the genre approach addresses the knowledge of social context and its effect on textual features through three phases: (1) the target genre is modeled for the students, (2) a text is jointly constructed by the teacher and students, and (3) a text is independently constructed by individual student; writing in the genre approach is said to take place in a social situation and reflect a particular purpose; it can occur consciously through imitation and analysis, which facilitates explicit instruction By exploring different genres, students can master the differences in structures and forms in order to implement what they learn on their own writing (Tribble, 1996; Badger and White, 2000; Hyland, 2003b) When implementing the process genre approach integrating process and genre in writing, students are supposed to gain the necessary knowledge of textual features, process of writing and social contexts; to enhance their positive attitude towards writing and be willing to face any types of writing assignments at colleges or universities or even at their work places in their future With a view to limiting obstacles that learners, especially the English majors at Khanh Hoa University, encounter in learning to write English compositions, enhancing their writing skills, mastering diverse types of texts and creating their positive attitude and perceptions towards learning writing, the process genre approach to writing was chosen to be applied in this study It was hoped that after the treatment, students would become more confident and compose effectively kinds of report writing they have faced during the course 1.2 Background of the study 1.2.1 The learners’ background Khanh Hoa University is a state university situated in Nha Trang city which was jointly established in September, 2015 from two colleges, Nha Trang College of Education and Nha Trang College of Tourism, Art and Culture The participants of this study were from the former Nha Trang College of Education, whose main responsibility is to train teachers of all subjects for primary and junior schools in Khanh Hoa province In the last 10 years, it has been allowed to provide three-year bachelor courses in Culture and Tourism, English and Social work The participants in this study were the second-year English majors of the Foreign Languages Department Most of the students had just graduated from high schools in Nha Trang suburbs, some from other provinces like Phu Yen, Quang Binh, Quang Tri and few from Nha Trang city center According to the data in a survey conducted at the beginning of the school year 2013-2014 by the researcher, 100% of the students from the two second-year English-majored classes who took part in the research had learnt English for seven years, from grade six at their junior schools to grade twelve at their high schools before they took this course In addition, basing on the results of the college entrance examination of the school year 2013-2014 from the source of the Training Department of Khanh Hoa University, these students were selected to the college with rather modest standard scores, in which the scores they had of mathematics or literature were usually much higher than that of English, their learning major for their three years at college It can be inferred that they were usually of the same low level of English proficiency They then were arranged into the same classes with the same teaching method and the same syllabus as well As mentioned above, basing on the results from the Training Department of Khanh Hoa University, after the first two semesters at Khanh Hoa University, their writing skill has not been improved much According to the data in a survey conducted at the beginning of the school year 2013-2014 by the researcher, there were a variety of reasons resulting in their poor results Few learners had ability to self-study while most of them were still shy, passive and dependent Their learning goal seemed just to pass the final tests, so they rarely made use of all resources of materials introduced by the teachers let alone search for other new sources of materials relating to their major Relating to their learning style, students faced a lot of difficulties in learning writing because of their limited vocabulary and structures as well as lack of ability in generating and organizing ideas to create an appropriate and complete text When they were asked to write a paragraph about one topic, they were not confident to write on their own; they needed the support from their dictionary and their phone assessing to the Internet Some relied on what Google translated and could not correct mistakes themselves because they could not distinguish which words or phrases to be used in which appropriate context The survey also showed that students were dependent on what had been suggested and analyzed in the outline by the teacher, lazy in thinking, poor in generating ideas and not creative 1.2.2 The teaching staff There are 37 teachers in all in the teaching staff of the Foreign Languages Department at Khanh Hoa University, including 21 teachers of English, four teachers of French, two teachers of Russian, two Korean, three Japanese, and five teachers of Chinese The teachers of English, aged from 26 to 54, two got PhD degrees, most had formal tertiary training and got MA degrees in TESOL, three taking PhD courses, and three others taking MA courses in English All of them are enthusiastic, devoted and committed to their teaching profession 1.2.3 Teaching and learning English writing at Khanh Hoa University In the detailed plan of the third term in the writing subject of the school year 2014-2015 at Khanh Hoa University, teachers are supposed to apply the process approach for second-year English majors, with the following order: prewriting (topic analysis), planning outline, drafting, revising and rewriting In this approach, students are required to brainstorm their ideas, plan their own outlines, draft, revise and rewrite own their own However, in reality, due to the fact that learners’ language proficiency level is rather low, students have often had difficulties in producing a paragraph on their own without looking at a model for reference; therefore, with the hope of enabling students to be able to easily complete their writing tasks with as few errors as possible, teachers in charge of teaching writing in the classes in their third term, with the support from the Head of Languages Department, highly agreed to mainly apply the product approach with only one piece of writing, no draft The writing task is given, suggested and analyzed by the teacher and students; some main structures are introduced, relevant tenses and vocabulary used are also mentioned Students have a short time to think and complete the writing task They are required to make a complete product at the first time If there is enough time, some of their writing tasks are marked and analyzed in class Some good writings chosen will be written on the board to be analyzed for reference Most of the writings left will be collected to be corrected and given scores by teachers at home 1.2.4 Materials In the syllabus of the course 2013-2016 for English majored students at college level of Khanh Hoa University, writing is taught in five semesters out of six semesters of the whole course The aims of the whole writing course are to enable students to master not only the ways to write sentences, paragraphs and essays, even academic writing but the characteristics and requirements of writing types as well; and, most important, give students chances to practice writing all types of writing planned in the course in order to help them express their critical thinking and be ready to encounter with different types of writing in their future In particular, in the first term, students are asked to practice writing paragraphs about personal information, a place, a habit, giving instructions and writing a biography In the second semester, mastering how to write paragraphs of a description, a narrative, an invitation letter and a business letter is required In their third semester, the course aims at writing small advertisements, as well as writing assessment reports and descriptive chart and graph reports In the fourth semester, writing essays to give an opinion about some certain topics is practiced a lot In the last term of their writing course, students are required to master structures of an essay, know how to outline an essay, write an essay with unity and coherence, and be able to write various kinds of essays like comparison and contrast essays, classification essays and cause and effect essays This study was carried out during their third term of their course The main content of the writing course in the third term is writing reports In fact, report writing is an essential skill for professionals in almost every field: accountants, teachers, graphic designers, information scientists, etc It is also one of extremely necessary skills for English Bachelor students who would like to be professional workers serving in tourism in Nha Trang city, Khanh Hoa province in the near future It is this reason that is one of the reasons why writing reports is one of the main requirements in the integrated course of Reading and Writing for the second-year English majors at Khanh Hoa University In terms of materials employed in the writing course in the third semester, lessons on writing small advertisements and reports are extracted from following books, including Visual writing about graphs, tables and diagrams by Duigu (2006), Outlines by Hopkins and Tribble (1990), and Cambridge IELTS Practice Tests by Griffiths (2015) All writing classes follow the same content, same assignments and same rating criteria In the Reading and Writing course for the second-year English majors, writing accounts for 50 per cent of the total of the course; however, in reality, in detailed plan of the course, in their third semester, reading is planned to be taught in four weeks of 15 weeks in all One week is for mid-term test, one week for correction and revision and the rest of time (nine weeks) is for writing Out of nine weeks, one week is for writing advertisements, the first four weeks are for writing assessment reports and the following four weeks for writing descriptive chart and graph reports Reading and writing are instructed interleavedly There are three 50-minute periods in each week All students’ writings are rated basing on the criteria suggested by Foreign Languages Department Particularly, content aspect (ideas) accounts for 3.5 points; language accuracy: 3.5 points, and coherence: points, respectively 1.3 Objectives of the study This research aims to investigate the impacts of the process genre approach on students’ writing In detail, the impacts are considered related to, firstly, how the implementation of the process genre approach to writing affects the second-year English-majored students’ report writing performance and secondly, their attitudes towards learning writing 1.4 Research questions In order to achieve the objectives of the study stated above, the following two research questions are explored: To what extent does the application of the process genre approach affect the second-year students’ English report writing performance? What are students’ attitudes towards learning writing through the application of the process genre approach? 1.5 Significance of the study Although the process genre approach to teaching writing has been suggested for a long time, it seems not to be implemented much in teaching writing in colleges and universities in Vietnam This research is an endeavor to find out to what extent the process genre approach to teaching writing influences on both students’ writing, especially their report writing competence, and their attitudes towards learning English writing so as to try to convince English teachers to utilize this method in their own teaching contexts with the aims of enhancing students’ awareness of characteristics of genres of writing, improving their writing proficiency and building up students’ motivation, confidence and positive perceptions towards learning this skill as well 1.6 Scope of the study This study mainly focused on second-year English majors at Khanh Hoa University The time this study was carried out was eight weeks in the first semester of their second school year, in which only report writing was taught Two types of information reports, including assessment reports and descriptive graph and chart reports, were investigated as they were the two types to be taught in the course syllabus of the university 1.7 Organization of the study The study consists of five chapters Chapter provides an introduction of the study, consisting of its rationale, background, then the objectives of the research, research questions, its significance, its scope and lastly the organization of the study Chapter reviews the concept of writing skill, its characteristics, components of a good piece of writing, types of writing, especially information reports, approaches to teaching and learning English writing, namely product approach, process approach, genre approach and process genre approach to establish grounds for the conceptual framework of the study Besides, writing rubrics, the concept of attitude and previous studies on the implementation of the process genre approach to teaching writing are also taken into account Research design, description of research site, research participants, pre-test results, experiment operation, instruments of data collection, and data analysis are considered in Chapter Chapter supplies data analysis methodology as well as analysis and discussion of tests and questionnaire from the experiment Chapter presents the conclusions, recommendations, limitations of this current study as well as suggestions for further study 10 WRITING TASK Question: Imagine that you have recently attended an English language course at your college At the end of the course you were given the following letter Write your report to the Principal of the college Dear all students, We hope you have enjoyed studying with us In order to plan future courses we would be grateful if you could write a short report giving your views of the course If you have any suggestions we would also like to hear them Thank you in advance Mrs Galton The Principal - You must report on the English program What was good or bad about it? - Offer any suggestions to make it better Write your report: _ _ _ _ _ _ _ _ _ _ _ _ 138 WRITING TASK Question: You are now reaching the end of your studies to the First Certificate in English examination Your teacher has asked you to write a report for new students at your school, explaining what resources are available in the school to help students prepare for the examination You should include information on the resources in your school and advice on how to use them Write your report Write your report: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 139 WRITING TASK Question: A group of American students is going to participate in a workshop organized by your school They have never been in your town before so their tutor, Mr Franklin, has asked you to write a report about places that are worth visiting in the area Write a report describing the places and explain why you think they may be of any interest to the group Write your report: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 140 WRITING TASK Question: The (line) chart shows the changes in the price of gold in 2005 Summarize the information by selecting and reporting the main features, and make comparisons where relevant Write your report: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 141 WRITING TASK Question: The graphs shows winter travel trends in the United States from 1999 to 2003 (Figures are shown in millions of person-trips.) Summarize the information by selecting and reporting the main features, and make comparisons where relevant Write your report: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 142 WRITING TASK Question: The chart shows the percentage of students at high school in the United States who regularly take part in certain sports Summarize the information by selecting and reporting the main features, and make comparisons where relevant Write your report: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 143 WRITING TASK Question: The graphs below show the annual expenditure of university students in three countries in 2003 Summarize the information by selecting and reporting the main features, and make comparisons where relevant Write your report: _ _ _ _ _ _ _ 144 APPENDIX 6: Questionnaire for students (Vietnamese version) BẢNG KHẢO SÁT Các em thân mến, Qua khoảng thời gian học kỳ giảng dạy kỹ viết phương pháp mới, cô mong em giúp cô hoàn thành bảng câu hỏi với mục đích nghiên cứu phương pháp giảng dạy kỹ viết cho khối sinh viên chuyên ngữ Cử nhân Đối với câu hỏi, em vào lựa chọn mà em cho tốt Nếu muốn thay đổi ý kiến, em khoanh tròn vào lựa chọn gạch chéo vào lựa chọn = Rất đồng ý = Đồng ý = Không (không đồng ý không phản đối) = Phản đối = Rất phản đối Rất mong em trả lời thành thật đầy đủ để nghiên cứu cô có kết tốt Thông tin cá nhân Dưới thông tin cá nhân em Em vui lòng điền vào chỗ trống để giúp cô có số liệu phân tích cho nghiên cứu Giới tính: ……………………………………………………………………………… Năm sinh: …………………………………………………………………………….… 145 A/ Nhận thức chung sinh viên tầm quan trọng việc học kỹ viết tiếng Anh A1 Em nhận thấy học (kỹ năng) viết thú vị A2 Em nhận thấy việc học (kỹ năng) viết tốt cần thiết 5 để đáp ứng yêu cầu tốt nghiệp A3 Em nhận thấy việc học (kỹ năng) viết tốt quan trọng giúp ích cho công việc tương lai em Kỹ viết giúp em dễ tìm việc làm tốt giúp em thực hiện/ giải nhiệm vụ/ công việc tương lai hiệu B/ Yếu tố nhận thức: Nhận thức sinh viên ưu điểm phương pháp B1 Em nhận thấy phương pháp có lợi cho việc 5 Em nhận thấy phương pháp có lợi cho việc học viết em giúp em giúp em vận dụng cấu trúc câu hiệu viết viết tương tự thể loại Phương pháp khó vận dụng hiệu cao 5 học viết em giúp em xác định rõ mục tiêu viết, độc ngữ cảnh viết trước viết B2 Em nhận thấy phương pháp có lợi cho việc học viết em giúp em nhận biết rõ cách tổ chức, xếp ý phù hợp cho thể loại viết, từ dễ dàng phân biệt thể loại viết B3 Phương pháp hiệu giúp em nhận biết nhận biết rõ cấu trúc từ vựng để dùng cho thể loại viết nâng cao vốn từ vựng viết viết tương tự thể loại B4 B5 146 C/ Yếu tố cảm xúc: Cảm xúc sinh viên với việc học viết qua việc áp dụng phương pháp C1 Phương pháp làm cho em thấy thích/ hứng thú với Phương pháp động viên em viết em có hội viết 5 5 việc tạo ý đóng góp ý kiến giai đoạn động não C2 nháp nhiều lần trước nộp cuối C3 C4 Em không thích sửa với bạn việc tốn thời gian Em háo hức mong chờ học (kỹ năng) viết em có hội trải nghiệm nhiều hoạt động/ giai đoạn viết hiểu rõ chuẩn bị viết C5 Em cảm thấy tự tin viết viết tương tự thể loại D/ Yếu tố hành vi: Mong muốn học (kỹ năng) viết tiếng Anh với phương pháp D1 Phương pháp nên áp dụng cho việc dạy kỹ 5 viết học kỳ D2 Phương pháp tương lai nên áp dụng cho cho việc dạy kỹ viết năm học D3 Phương pháp tốn nhiều thời gian không hiệu quả; không nên áp dụng phương pháp tương lai cho việc dạy kỹ viết HẾT Cảm ơn bạn nhiều! 147 APPENDIX 7: Questionnaire for students (English version) QUESTIONNAIRE FOR STUDENTS Dear students, I would like to receive your willingness to help me complete this questionnaire The questionnaire will help me in my research about teaching English writing in the new approach which you have been instructed during the last semester For each question, you circle on the option that best describes how much you agree with the statement If you wish to change your mind, please cross out the unwanted option and circle the new one = Strongly disagree =Disagree = Uncertain (neither agree nor disagree) = Agree = Strongly agree Thank you so much! Background information Gender: ……………………………………………………………………………… Year of birth: ……………………………………………………………………… 148 A/ Students’ general awareness about the importance of learning English writing A1 I find learning English writing interesting A2 I find it necessary to learn English writing well to meet 5 the requirements to graduate A3 I find it important to learn English writing well because it will be beneficial to my future job It will enable me to get a good job easily as well as carry out my tasks in my future job more efficiently B/ Cognitive component of students’ attitudes: Students’ recognition about the benefits of the new approach B1 I find this new approach conducive to my learning 5 5 writing because it enables me to make clear the purpose of the writing task and define clearly the audience as well as the context of the written text before writing B2 I find it beneficial because it helps me be fully aware of the organization and idea arrangement of a specific genre; and easily differentiate genres B3 This new approach is very useful because it helps me recognize the distinctive structures and vocabulary of the genre and enrich my vocabulary stock for a specific genre B4 B5 I like the process genre approach to writing because it helps me apply sentence structures more effectively when writing a text of the same genre This approach is difficult to apply but highly effective 149 C/ Affective component of students’ attitudes: Students’ feelings towards learning writing through the application of the new approach C1 This approach makes me interested in generating and 5 5 contributing ideas through brainstorming C2 This approach motivates me because I can write more than one draft before submitting my finalized writing C3 C4 I don’t like to work with peers because it is timeconsuming I am excited and look forward to each writing session because I have a chance to experience a variety of writing activities and fully understand what I’m about to write C5 I feel more confident in writing a text of the same genre D/ Behavioral component of students’ attitudes: Desire to learn English writing with the process genre approach D1 This new approach should be employed in teaching 5 English writing in the coming semesters D2 This new approach should be employed in teaching English writing right at the first year D3 This new approach takes too much time and is ineffective; it should not be applied in teaching English writing THE END Thank you so much for your help 150 APPENDIX 8: SCORES OF CLASS ENGLISH B (Control group) Student F 1 2 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 Pre W1 W2 W3 W4 6.25 5.5 6.5 6.25 6.25 4.5 4.5 6.25 5.25 5.25 5.75 5.25 6.5 5.5 5.25 5.25 4.25 4.5 5.25 5.5 2.25 4 6.25 4.25 5.5 6.25 4.75 3.5 2.5 2.75 2.75 2.25 5.25 5.25 4.5 3.25 4.5 3.75 4.75 3.5 4.75 4.25 5.25 5.25 5.25 5.75 5.75 3.5 4.25 4.75 4.5 4.25 5.25 5.25 5.25 5.25 5.75 6.25 6 6.25 5.75 4.5 5.75 3.5 4.25 4.25 3.5 3.25 2.25 2.25 2.25 2.25 7.25 6.25 5.75 4.5 5.75 4.75 5.75 5.75 4.5 4.5 4.75 5.5 6.5 4.75 5.75 5.25 3.75 3.5 5.5 5.5 5.25 2.75 4.25 4.5 5.5 4.25 4.25 2.5 3.25 2.75 2.5 3.25 4.25 3.75 4.25 3.25 4.75 4.25 4.25 5.75 5.5 4.5 1.5 3.25 3.25 4.25 5.25 4.25 5.75 Test 6.125 5.125 5.5 5.25 4.875 4.625 5.375 2.563 5.25 4.5 4.75 5.5 4.438 5.25 5.563 4.25 2.25 6.313 5.563 4.875 5.563 4.938 4.625 2.875 3.875 4.313 5.25 3.688 5.313 151 W5 W6 W7 W8 5.75 5.75 6.75 6.25 6 5.5 2 2.25 2.25 5.25 5.25 6.25 6.5 4.75 4.75 5.25 4.75 2.5 2.5 3.25 2.75 5.5 5.5 5.5 6.25 5.5 5.5 4.5 4.5 6 4.75 6.5 4.75 4.75 4.25 4.5 4.75 4.75 4.5 4.75 5.5 5.5 6.5 6.25 5.75 5.75 4.5 4.25 4.75 4.75 5.25 5.5 6 5.75 6.25 4.75 4.75 6.25 6.25 2.75 2.75 3.25 3.5 5.25 5.25 4.5 4.5 6.25 6.25 6.75 7.25 5.75 5.75 5.25 5 4.5 4.25 5.25 5.25 5.75 6.25 4.25 4.25 4.5 4.25 4.75 4.75 4.75 3.75 4.5 4.5 5.5 3.75 3.75 4.25 3.75 4.25 4.25 4.75 4.5 5.5 5.5 5.75 5.75 2.5 2.5 4.25 3.5 5 5.25 5.25 Test 6.125 5.875 2.125 5.8125 4.875 2.75 5.6875 5.8125 4.5625 4.6875 5.9375 5.0625 5.0625 5.5 3.0625 4.875 6.625 5.4375 4.6875 5.625 4.3125 4.5 4.875 3.875 4.4375 5.625 3.1875 5.125 APPENDIX 9: SCORES OF CLASS ENGLISH C (Experimental group) Student F Pre W1 W2 W3 W4 Test W5 W6 W7 W8 Test 2 6.25 7.25 7.25 7.75 7.5625 7.25 7.25 7.25 8.75 7.625 2 5.25 4.75 5.5 5.75 5.3125 5.25 6.5 5.5 5.5625 2.75 5.5 5.75 5.0625 4.5 6.5 5.5 5.375 3.25 5.75 4.75 5.5 5.25 5.5 5.75 6.25 5.875 5.25 4.25 5.5 6.75 5.4375 4.25 5.25 5.75 4.5 4.9375 3.75 5.5 5.75 5.25 5.375 5.5 5.5 6.25 5.8125 2.75 5.25 4.75 4.75 5.25 5.5 5.75 5.375 2.5 5.5 5.75 5.25 4.25 5.1875 5.5 5.5 5.25 5.25 5.375 6.5 7.5 6.75 7.3125 7.5 7.5 7.5 10 3.25 5.25 5.5 5.75 5.5 5.5 5.5 5.25 6.25 5.75 5.6875 11 1.75 4.5 4.75 4.5 4.5 4.5625 4.5 4.5 4.75 4.6875 12 3.5 5.5 5.5 5.5 5.75 5.5625 5.75 5.5 4.5 5.4375 13 5.25 7.25 6.125 6.5 7.25 5.5 6.3125 14 2.25 4.25 5 4.8125 4.25 5.5 4.9375 15 5.5 6.5 6.25 6.75 7.5 6.75 6.5 6.5 7.5 7.5 16 3.5 4.5 5.75 6.25 5.125 4.5 5.75 4.75 4.75 17 5.5 5.5 6.5 5.875 5.75 5.5 5.5 5.6875 18 5.5 7.5 5.5 7.5 7.25 6.9375 6.75 7.5 7.25 6.5 19 5.5 5.25 5.25 5.75 5.4375 5.5 5.25 5.5 5.3125 20 5.75 7.75 6.25 6.75 6.6875 6.75 7.25 6.75 21 3.25 5.5 5.75 5.5625 4.75 5.5 5.25 5.375 22 3.25 6.25 4.5 5.25 5.5 5.375 5.25 6.25 5.25 5.6875 23 6.25 5.75 6.25 6.0625 6.25 6.25 6.5 6.25 24 5.25 5.75 7 6.1875 6.5 5.75 6.75 7.25 6.5625 25 5.25 6.5 6.25 7.25 8.5 7.125 6.5 7.5 7.5 6.875 26 3.5 5.25 5.25 5.75 5.3125 4.75 5.25 5.75 5.4375 27 2 4.5 4.75 4.25 5.5 4.75 4.5 5.25 5.5 4.8125 28 6.75 7.5 8.25 7.75 7.5 7.75 7.5 7.5 7.25 7.25 7.375 29 6.5 6.25 5.75 6.375 6.25 6.25 6.375 30 5.25 5.75 6.75 5.25 6.5 6.0625 5.75 6.5 7.25 6.375 31 5.5 6.75 6.5 7.25 6.875 7.25 6.75 6.75 6.75 6.875 152 ... that the latest approach has more advantages than the previous ones The integration of process and genre approaches to teaching second language writing develops the strengths of both approaches... about the particular genre In the planning phase, a variety of meaningful activities activating the students’ schemata about the topic, such as brainstorming, discussing, and reading associated material... personal information, a place, a habit, giving instructions and writing a biography In the second semester, mastering how to write paragraphs of a description, a narrative, an invitation letter and