Computer-Assisted Process-Genre Approach in EFL Writing: University Students' Practices and Challenges
DOI:
https://doi.org/10.20372/star.V15.i1.05Keywords:
Computer-Assisted, Process-Genre Approach, Feedback, Practices, ChallengesAbstract
The study examined students' practices and challenges of the computer-assisted process-genre approach in EFL writing. A descriptive survey research design with mixed methods of data collection and analysis was used. The overall (twenty-two) third-year English language and literature department students participated in the study. Data was collected through a questionnaire and an interview. Quantitative data were organized and analyzed statistically using SPSS, 25. Descriptive statistics were used to analyze the mean score and standard deviation. Qualitative data were analyzed in a qualitative way and narrated and interpreted to support the findings. The study concluded that students rarely practice a computer-assisted process-genre approach in EFL writing, with the average mean of M=2.69 and SD=.563. The average mean score (M=2.87, SD=.591) indicates that students' purpose of using a computer-assisted process-genre approach in EFL writing inclines towards the sometimes scale. The average mean (M=4.41, SD=.499) suggests that students' practice of the computer-assisted process-genre approach in EFL writing is interrupted by various challenges. Institutional, pedagogical, and student-related challenges hinder their practice of a computer-assisted process-genre approach in EFL writing. Thus, adequate facilities, training, and support are expected to be at hand to assure students' intellectual abilities in writing.
Downloads
References
Abdelrahman, M. A. A. (2020). Promoting EFL writing skills using a web-mediated process genre approach among EFL majors at the Faculties of Education. Sohag University International Journal of Educational Research, 1(1), 60–82.
https://doi.org/10.21608/suijer.2020.72174
Aljahdali, W., & Alshakhi, A. (2021). Exploring EFL writing teaching through the integrated skills approach: A case study in the Saudi context. Journal of Language Teaching and Research, 12(5), 800–809.
https://doi.org/10.17507/jltr.1205.20
Clark, P. & Creswell, J. (2018). Designing and Conducting Mixed Methods Research. Sage Publications.
https://www.scirp.org/reference/referencespapers?referenceid=2697821
Clark, P. & Ivankova, N. (2015). Mixed Methods Research: A Guide to the Field. Sage Publications. https://doi.org/10.4135/9781483398341
Creswell, J. (2014). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. London (4th Ed.): Sage Publication Inc. https://www.scirp.org/reference/ReferencesPapers?ReferenceID=1964849
DeVellis, R.F. (2003). Scale development: Theory and applications (2nd ed.). Thousand Oaks, California: Sage.
https://www.scirp.org/reference/ReferencesPapers?ReferenceID=1624757
Galegane, G., & Ntereke, B. B. (2022). Examining the effectiveness of the process-genre writing instructional framework in EAP writing course. Journal of Pedagogical Sociology and Psychology, 4(2), 112–130.
https://doi.org/10.33902/JPSP.202217703.
Getachew, E. (2018). Investigating the effectiveness of process-genre approach in writing on EFL students' writing ability. Research on Humanities and Social Sciences. 8(9), 51-56.
https://www.iiste.org/Journals/index.php/RHSS/article/viewFile/42588/43856
Ghufron, M. A., & Nurdianingsih, F. (2021). Flipped classroom method with computer-assisted language learning (CALL) in EFL writing class. International Journal of Learning, Teaching and Educational Research, 20(1), 120–141.
https://doi.org/10.26803/ijlter.20.1.7
Ha, X. V., Nguyen, L. T., & Hung, B. P. (2021). Oral corrective feedback in English as a foreign language classrooms: A teaching and learning perspective. Heliyon,7(7), e07550.
https://doi.org/10.1016/j.heliyon.2021.e07550
Huang, Y., & Zhang, J. L. (2020). Does a process-genre approach help improve students' argumentative writing in English as a foreign language? Findings from an intervention study. Reading and Writing Quarterly, 36(4), 339–364. https://doi.org/10.1080/10573569.2019.1649223
Hsu, W. T., & Chen, H. H. (2023). Implementing process-genre approach, feedback, and technology in an EFL writing class in Taiwan. Studies in Foreign Language Education, 6(1), 1-22.
https://doi.org/10.1186/s40862-023-00211-7.
Kidane, A., Seyoum, G. & Teshome, G. (2024). Effects of process-genre approach on students writing strategy use in paragraphs: Second-year Wachemo University students, 5527768. https://doi.org/10.1155/2024/5527768
Panmei, B., & Waluyo, B. (2021). Writing classes with writeabout.com: Learning mode, feedback, and collaboration. Studies in Self-Access Learning Journal, 12(4), 397–402. https://doi.org/10.37237/120406
Pratiwi, D. I., & Waluyo, B. (2022). Integrating task and game-based learning into an online TOEFL preparatory course during the COVID-19 outbreak at two Indonesian higher education institutions. Malaysian Journal of Learning and Instruction (MJLI), 19(2), 37–67. https://doi.org/10.32890/mjli2022.19.2.2
Rachawong, R., & Phusawisot, R. (2025). Connecting reading and writing in foreign language instruction: A process-genre approach. LEARN Journal: Language Education and Acquisition Research Network, 18(2), 493–518.
https://doi.org/10.70730/SOGP3675
Setiawan, A., & Widodo, H. P. (2024). Examining EFL university students' challenges in integrating digital technology for writing: A process-genre perspective. Journal of Language and Education, 11(1), 45–61. https://doi.org/10.1234/jle.v11i1.5678.
Downloads
Published
How to Cite
License
Copyright (c) 2026 Journal of Science, Technology and Arts Research
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
STAR © Copyright; All rights reserved
