Jul 2026· International Journal of English Language and Literature Studies· Vol 15, pp. 1-13· 0 citations· 28 references
TL;DR
Findings highlight the PGA as a promising framework for academic writing instruction, particularly when writing performance and critical thinking are viewed as closely connected outcomes of academic literacy.
Abstract
This study examined the effects of the process genre approach (PGA) on students’ argumentative writing performance and critical thinking in an L2 writing context. This study used a quasi-experimental pretest–posttest control group design and took place in an English-medium academic writing course at a private university in the Philippines. It involved 76 first-year undergraduates aged 16–18 from Computer Science, Education, and Liberal Arts programs who had been identified as low-intermediate L2 writers through an institutional diagnostic test. The treatment group received PGA instruction across one semester, and the control group received conventional process-oriented instruction. Writing performance was measured through timed argumentative essays rated with the Written Communication VALUE Rubric, and critical thinking was measured with the Cornell Critical Thinking Test Level Z. The results showed that students in the treatment group made substantial and statistically significant improvements in their writing performance. In contrast, the control group exhibited little to no meaningful improvement over the same period. A similar pattern emerged for critical thinking. Students who received the treatment showed a significant increase in their critical thinking scores, while those in the control group experienced a significant decline. Comparisons of posttest results further revealed large differences between the two groups in both writing performance and critical thinking, even though their scores were comparable at the start of the study. These findings highlight the PGA as a promising framework for academic writing instruction, particularly when writing performance and critical thinking are viewed as closely connected outcomes of academic literacy.
This quasi-experimental study compared the effects of the Production-Oriented Approach (POA) and the traditional Product Approach on college students’ English writing performance. Participants were 58 second-year non-English major students from two intact classes at a university in Hubei Province. The experimental group of 29 students received POA instruction, and the control group of 29 students received Product Approach instruction over a six-week intervention. Writing pretest and posttest were administered. Data were analyzed using independent-samples t-test, Wilcoxon signed-rank test, and Mann-Whitney U test. Results showed that: (1) there was no significant difference between the two groups in the pretest; (2) the experimental group made significant progress from pretest to posttest, with an effect size of r = 0.77 (large effect), while the control group did not; (3) between-group comparisons revealed that the experimental group significantly outperformed the control group in both posttest scores and gain scores, although the effect size for gain scores was r = 0.26 (small effect). It is concluded that POA is statistically superior to the Product Approach. This study provides empirical evidence for the application of POA in writing instruction.
Xiaoyu Chen, Manli Long· Studies in English Language...· 0 citations
This study investigates the impact of the Process-Based Approach (PBA) on the writing skills of eighth-grade EFL students at a public junior high school in Karawang, Indonesia. Although previous studies have demonstrated the effectiveness of process writing, limited evidence exists regarding its implementation among Indonesian lower secondary EFL learners. Therefore, this study aims to address this gap by examining the effectiveness of the Process-Based Approach in improving students' writing performance. The study employed an explanatory sequential mixed-methods design, combining quantitative pre-test and post-test data with qualitative classroom observations. The intervention was conducted over four writing sessions involving pre-writing, drafting, revising, editing, and publishing activities, emphasizing teacher feedback, peer collaboration, and student reflection. The findings revealed significant improvements in students' writing performance, with the overall mean score increasing from 63.4 to 78.2. The most substantial improvements were found in organization and content, indicating that the Process-Based Approach effectively enhanced students' writing skills. These findings suggest that PBA can serve as an effective instructional strategy for improving EFL writing instruction in junior high schools.
This study aimed to analyze the effect of flipbook media on the critical thinking and descriptive writing skills of fifth-grade elementary school students. This research used a quantitative approach with a quasi-experimental method and a nonequivalent control group design. The research subjects were 48 fifth-grade students of SD Negeri 12 Sungai Kunyit, consisting of 24 students in the experimental class and 24 students in the control class. The experimental class received instruction using flipbook media, while the control class used conventional media. Data were collected through critical thinking tests, descriptive writing tests, observation sheets, and documentation. The data were analyzed using descriptive statistics, the Shapiro–Wilk normality test, Levene's homogeneity test, independent samples t-test, and Cohen's d effect size. The results showed a significant difference between the experimental and control classes in both critical thinking and descriptive writing skills, with a significance value of 0.000 < 0.05. The effect size was large for critical thinking (d = 1.12) and descriptive writing (d = 0.95). Therefore, flipbook media was proven effective in improving students' critical thinking and descriptive writing skills. This study concludes that flipbook media can be used as an innovative digital learning resource to support Indonesian language learning and higher-order thinking skills in elementary schools.
W. Sri, Y. Touvan, Juni Samodra et al.· SCAFFOLDING: Jurnal Pendidik...· 0 citations
Indonesia’s Kurikulum Merdeka emphasizes 21st-century competencies, particularly critical thinking and communication, yet many vocational high school students still struggle to produce analytical, well-organized English texts. This study examined the effect of mind mapping strategies on students’ critical thinking skills and writing performance in analytical exposition writing at a vocational high school, and explored students’ perceptions of the strategy. An explanatory sequential mixed methods design was employed. The quantitative phase used a quasi-experimental non-equivalent control group pretest–posttest design with 34 eleventh-grade students (17 experimental, 17 control) selected through cluster random sampling; the experimental group received mind mapping instruction while the control group received conventional instruction. Data from writing tests were analyzed using descriptive statistics, normality and homogeneity tests, paired and independent sample t-tests, and effect size analysis in SPSS, while semi-structured interview data were analyzed thematically. The paired sample t-test showed significant improvement in the experimental group’s critical thinking (p < .001) and writing performance (p < .001), whereas the control group showed no significant change. Effect size analysis indicated a medium effect on critical thinking (Cohen’s d = 0.66) and a large effect on writing performance (d = 1.60). Thematic analysis revealed that students perceived mind mapping positively: keywords and idea branches helped them generate and organize ideas, structure the thesis–arguments–reiteration pattern, and reason more logically, although vocabulary and sentence construction remained challenges. The findings indicate that mind mapping functions as an effective pre-writing strategy supporting higher-order thinking and writing development in vocational EFL classrooms. Teachers are encouraged to adopt it as an alternative instructional approach aligned with student-centered learning.
Sitti Hadijah, Muhammad Tahir, Vivit Rosmayanti· International Journal of Lan...· 0 citations
This study investigated the effects of the process approach on the writing proficiency of Grade 10 students at Cawayan National High School, Bacacay, Albay, during SY 2025–2026. Writing proficiency, a critical macro skill alongside listening, speaking, and reading, remains a challenge for many learners due to difficulties in content development, organization, vocabulary, grammar, and mechanics. Using a quasi-experimental design, the study compared the performance of control and experimental groups in composing argumentative, informative, persuasive, and critique essays. The process approach, which emphasizes stages of prewriting, drafting, revising, editing, and publishing, was applied to the experimental group to determine its impact on students’ proficiency. Pre-test and post-test results were analyzed to identify significant differences in performance and least mastered skills. Findings are expected to inform the development of enhanced lesson plans tailored to address learners’ weaknesses. The study’s significance extends to policymakers, curriculum planners, teachers, and students, offering evidence-based insights into effective writing instruction. By integrating the process approach, schools may strengthen writing pedagogy, improve learners’ communicative competence, and align with national and global educational goals. Ultimately, the study contributes to fostering academic success, employability, and lifelong learning through improved writing proficiency.
EL Francis Peña· International Journal of Sci...· 0 citations
This study investigated the effectiveness of digital flipbooks in enhancing the writing skills of Grade 10 students at Bantayan National High School during the school year 2025–2026. Writing, a critical macro skill in English, remains a challenge among Filipino learners due to issues in grammar, coherence, and motivation. A quasi-experimental design was employed, involving 66 students divided into control and experimental groups. The experimental group utilized a researcher-developed digital flipbook covering competencies such as argumentative, informative, and persuasive writing, as well as reader-response interpretation. Pre-test and post-test results were analyzed to determine performance differences. Findings revealed that the experimental group demonstrated significant improvement compared to the control group, particularly in argumentative essay writing and application of persuasive techniques. However, least mastered competencies included reader-response interpretation and advanced grammar. The study concludes that digital flipbooks are effective instructional tools that scaffold writing development, promote learner engagement, and address literacy gaps. Recommendations include enhancing flipbook content to strengthen least mastered skills and integrating technology-based aids into classroom instruction.
E. M. S. TORRE· International Journal of Sci...· 0 citations
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