The effects of process genre writing instruction on argumentative writing ability and writing self- efficacy
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| Názov: | The effects of process genre writing instruction on argumentative writing ability and writing self- efficacy |
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| Autori: | Mitiku, Melishew, Alemu, Marew, Tesfa, Agegnehu |
| Zdroj: | Ethiopian Renaissance Journal of Social Sciences and Humanities; Vol. 12 No. 1 (2025); 115-133 |
| Informácie o vydavateľovi: | African Journals Online (AJOL), 2025. |
| Rok vydania: | 2025 |
| Predmety: | Process Genre, Argumentative Writing Ability, Writing Self-Efficacy |
| Popis: | The main purpose of this study was to examine the effects of process genre instruction on argumentative writing ability and writing self-efficacy. The study employed a quasi-experimental pre-test and posttest against control group design which was carried out at Fasiledes number 2 high schools. Intact classes of two 10th grade students with (n=38) and (n=40) participated as experimental and control groups, respectively. Data were collected using a self-efficacy questionnaire and argumentative writing test. The reliability and validity of the data collection instruments were checked in a variety of ways. Students in the treatment and control groups completed eight argumentative writing lessons using the process genre approach and the conventional approach, respectively. Pre- and post-intervention data were obtained from them through writing tests and questionnaires. The data were analyzed through covariate-based structural equation modeling (CB-SEM) using SPSS AMOS v.20. Pretest data were covariate and controlled.The statistical model showed that process genre instruction has a significant positive direct effect (B= 5.078, p< .05) on argumentative writing ability; and a positive direct effect (B =.899, p |
| Druh dokumentu: | Article |
| Popis súboru: | application/pdf |
| ISSN: | 2409-6385 2409-6377 |
| DOI: | 10.4314/erjssh.v12i1.6 |
| Prístupová URL adresa: | https://www.ajol.info/index.php/erjssh/article/view/297343 |
| Rights: | CC BY NC |
| Prístupové číslo: | edsair.doi.dedup.....38eb59cb25b5e7a76230f51c6d23c92d |
| Databáza: | OpenAIRE |
Nájsť tento článok vo Web of Science | Abstrakt: | The main purpose of this study was to examine the effects of process genre instruction on argumentative writing ability and writing self-efficacy. The study employed a quasi-experimental pre-test and posttest against control group design which was carried out at Fasiledes number 2 high schools. Intact classes of two 10th grade students with (n=38) and (n=40) participated as experimental and control groups, respectively. Data were collected using a self-efficacy questionnaire and argumentative writing test. The reliability and validity of the data collection instruments were checked in a variety of ways. Students in the treatment and control groups completed eight argumentative writing lessons using the process genre approach and the conventional approach, respectively. Pre- and post-intervention data were obtained from them through writing tests and questionnaires. The data were analyzed through covariate-based structural equation modeling (CB-SEM) using SPSS AMOS v.20. Pretest data were covariate and controlled.The statistical model showed that process genre instruction has a significant positive direct effect (B= 5.078, p< .05) on argumentative writing ability; and a positive direct effect (B =.899, p |
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| ISSN: | 24096385 24096377 |
| DOI: | 10.4314/erjssh.v12i1.6 |