English Academic Writing Skills and Interactive Activities in Genre-based Approach

Abstract

The purposes of this study were to study and compare English academic writing of TESOL Program students before and after teaching by using interactive activities in Genre-based  Approach  and to investigate students’ attitude toward teaching English academic writing using interactive activities in Genre-based  Approach. The sample comsisted of 21 TESOL Program students studying in the 2^st semester of the academic year 2019  at  Udon Thani Rajabhat University selected by cluster random sampling. The design of this study was a one group pretest-posttest design. The research instruments were  lesson plans on teaching English academic writing, a students’ attitude questionnaire. The experiment lasted 8 weeks, 3 hours a week, or 24 hours in total. The mean, percentage, standard deviation and t-test for dependent samples were employed to analyze data. The findings of the study were as follows: 1) the students’ pretest and posttest mean scores on English academic writing  were 8.93 or 35.72 percent and 15.89 or 63.58 percent respectively. The mean score on the posttest was higher than the prestest.  2)  The students’ attitude toward teaching academic  English writing using interactive activities in Genre-based  Approach  was at a good level.