The effects of process genre writing instruction on argumentative writing ability and writing self- efficacy
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. Inta...
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| Veröffentlicht in: | Ethiopian Renaissance Journal of Social Sciences and Humanities Jg. 12; H. 1; S. 115 - 133 |
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| Hauptverfasser: | , , |
| Format: | Journal Article |
| Sprache: | Englisch |
| Veröffentlicht: |
05.06.2025
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| ISSN: | 2409-6377, 2409-6385 |
| Online-Zugang: | Volltext |
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| Zusammenfassung: | 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<.05) on writing self- efficacy. The instruction has also a positive indirect effect on argumentative writing ability through writing self-efficacy (B =4.448, p<.05), and writing self-efficacy has also a mediation role in the relationship between process genre instruction and argumentative writing ability. Based on the findings, pedagogical and research implications were forwarded. |
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| ISSN: | 2409-6377 2409-6385 |
| DOI: | 10.4314/erjssh.v12i1.6 |