ENHANCING THE ENGLISH WRITING COMPETENCE OF EFL LEARNERS THROUGH A GENRE-BASED APPROACH WITH FEEDBACK
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Two main objectives were addressed in this study: (1) to explore differences in students' ability to write an English job application letter before and after an intervention, and (2) to analyze the effectiveness of genre-based writing activities coupled with feedback. The sample comprised 30 EFL students in English for Hotel Business at Kasetsart University, Chalermphrakiat Sakon Nakhon Province Campus selected through purposive sampling.
Writing activities were conducted in accordance with a genre-based approach along with a writing proficiency test administered at pre- and post-intervention stages. Writing performance was rated according to an analytic rubric assessing 5 sections of the job application letter in terms of three sub-dimensions: content, organization, and language. Content validity of both instruments was tested with 3 expert judges leading to Index of Item-Objective Congruence (IOC) of 0.93. Inter-rater reliability was very high (ICC = 0.87).
It was found that there was a significant difference between pre-test and post-test. Means of post-test (M = 15.87, S.D. = 1.83) exceeded those of pre-test (M = 12.00, S.D. = 2.10), p < .001. The effect size was very large (Cohen's d = 1.96). The students performed better in structured parts of the letter like Personal Details and organization, whereas the component of Experiences and Skills was somewhat deficient.
Therefore, genre-based writing activities along with feedback can effectively facilitate the development of EFL learners' English writing skills in particular context.
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ข้อความที่ปรากฏในบทความแต่ละเรื่องในวารสารวิชาการเล่มนี้ ไม่ใช่ความคิดเห็นและความรับผิดชอบของคณะผู้จัดทำ บรรณาธิการ กองบรรณาธิการ และมหาวิทยาลัยราชภัฏอุดรธานี ซึ่งความรับผิดชอบด้านเนื้อหาและการตรวจร่างบทความแต่ละเรื่องเป็นของผู้เขียนแต่ละท่าน
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