The effect of process-genre writing approach on students’ essay at a college in Kwara State, Nigeria

The poor performance of university students in the English language particularly in essay calls for the review of the approach to teaching writing. This research focuses on the effects of Process-Genre Approach on students' essay in English as a second language context at a College in Nigeria....

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Main Author:	Ajoke, Alabere Rabiat
Format:	Thesis
Language:	eng eng eng
Published:	2018
Subjects:	P Philology Linguistics
Online Access:	https://etd.uum.edu.my/7415/1/Depositpermission_s96081.pdf https://etd.uum.edu.my/7415/2/s96081_01.pdf https://etd.uum.edu.my/7415/3/s96081_02.pdf
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id	my-uum-etd.7415
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institution	Universiti Utara Malaysia
collection	UUM ETD
language	eng eng eng
advisor	Shapii, Aspalila
topic	P Philology Linguistics
spellingShingle	P Philology Linguistics Ajoke, Alabere Rabiat The effect of process-genre writing approach on students’ essay at a college in Kwara State, Nigeria
description	The poor performance of university students in the English language particularly in essay calls for the review of the approach to teaching writing. This research focuses on the effects of Process-Genre Approach on students' essay in English as a second language context at a College in Nigeria. This study used the quasi-experimental design involving a pre-test and post-test. The intervention took six weeks to examine the effectiveness of the Process Genre Approach in enhancing writing skills in terms of content, organization, expression, and mechanics. The materials used for the intervention were the English for tertiary Institutions textbook and the essay questions for the pre and post tests were taken from the West Africa Examination Council (WAEC). 80 undergraduate degree students and two English language teachers at the college participated in the study. The data were analyzed using analysis of covariance (ANCOVA) to test for statistically significant difference between the experimental group taught with Process-Genre Approach and the control group taught with the Product Approach. The findings indicated that no statistically significant difference between the pre-test scores of the control and the experimental groups showing homogeneity in their performance and language abilities prior to the interventions. The findings also indicated no difference between the pre-test and post-test scores of the participants in the control group compared to the experimental group with a remarkable difference in the pre-test and post-test scores. These suggested that the Process-Genre Approach to writing in several drafts, considering the context and reader had effects on the students' performance in an essay in the content, organization, expression, and mechanics with overall mean scores of 38.62 to 17.99 for Product Approach group. The implementation of the Process-Genre Approach to teaching essay has a positive impact on social change and improvement in writing.
format	Thesis
qualification_name	Ph.D.
qualification_level	Doctorate
author	Ajoke, Alabere Rabiat
author_facet	Ajoke, Alabere Rabiat
author_sort	Ajoke, Alabere Rabiat
title	The effect of process-genre writing approach on students’ essay at a college in Kwara State, Nigeria
title_short	The effect of process-genre writing approach on students’ essay at a college in Kwara State, Nigeria
title_full	The effect of process-genre writing approach on students’ essay at a college in Kwara State, Nigeria
title_fullStr	The effect of process-genre writing approach on students’ essay at a college in Kwara State, Nigeria
title_full_unstemmed	The effect of process-genre writing approach on students’ essay at a college in Kwara State, Nigeria
title_sort	effect of process-genre writing approach on students’ essay at a college in kwara state, nigeria
granting_institution	Universiti Utara Malaysia
granting_department	Awang Had Salleh Graduate School of Arts & Sciences
publishDate	2018
url	https://etd.uum.edu.my/7415/1/Depositpermission_s96081.pdf https://etd.uum.edu.my/7415/2/s96081_01.pdf https://etd.uum.edu.my/7415/3/s96081_02.pdf
_version_	1747828214321905664
spelling	my-uum-etd.74152021-08-09T03:46:07Z The effect of process-genre writing approach on students’ essay at a college in Kwara State, Nigeria 2018 Ajoke, Alabere Rabiat Shapii, Aspalila Awang Had Salleh Graduate School of Arts & Sciences Awang Had Salleh Graduate School of Arts and Sciences P Philology. Linguistics The poor performance of university students in the English language particularly in essay calls for the review of the approach to teaching writing. This research focuses on the effects of Process-Genre Approach on students' essay in English as a second language context at a College in Nigeria. This study used the quasi-experimental design involving a pre-test and post-test. The intervention took six weeks to examine the effectiveness of the Process Genre Approach in enhancing writing skills in terms of content, organization, expression, and mechanics. The materials used for the intervention were the English for tertiary Institutions textbook and the essay questions for the pre and post tests were taken from the West Africa Examination Council (WAEC). 80 undergraduate degree students and two English language teachers at the college participated in the study. The data were analyzed using analysis of covariance (ANCOVA) to test for statistically significant difference between the experimental group taught with Process-Genre Approach and the control group taught with the Product Approach. The findings indicated that no statistically significant difference between the pre-test scores of the control and the experimental groups showing homogeneity in their performance and language abilities prior to the interventions. The findings also indicated no difference between the pre-test and post-test scores of the participants in the control group compared to the experimental group with a remarkable difference in the pre-test and post-test scores. These suggested that the Process-Genre Approach to writing in several drafts, considering the context and reader had effects on the students' performance in an essay in the content, organization, expression, and mechanics with overall mean scores of 38.62 to 17.99 for Product Approach group. The implementation of the Process-Genre Approach to teaching essay has a positive impact on social change and improvement in writing. 2018 Thesis https://etd.uum.edu.my/7415/ https://etd.uum.edu.my/7415/1/Depositpermission_s96081.pdf text eng public https://etd.uum.edu.my/7415/2/s96081_01.pdf text eng public https://etd.uum.edu.my/7415/3/s96081_02.pdf text eng public Ph.D. doctoral Universiti Utara Malaysia Abdulkareem, A. Y., & Fasasi, Y. A. (2012). 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