Abstract

Abstract
Writing proficiency is paramount for success in higher education, enabling students to articulate thoughts with clarity, coherence, and persuasion within formal frameworks. While traditional teaching methods focus on vocabulary, grammar, and sentence structure, they often overlook the broader context of academic genres and their conventions. Genre-Based Approaches (GBA) have emerged as an alternative, emphasizing the analysis and instruction of specific writing types within the framework of systemic functional linguistics (SFL). This study explores EFL teachers\' and learners\' attitudes towards the effectiveness of GBA in improving the writing skills of third year Bachelor’s EFL students at the University of Mohamed Cherif Messaadia, Souk-Ahras. Employing a mixed-methods approach, quantitative data is gathered through a questionnaire administered to 21 third-year English students, probing their perceptions of GBA\'s impact. Qualitative insights are derived from semi-structured interviews with two teachers. Findings reveal positive attitudes among both teachers and students towards GBA\'s efficacy in enhancing writing skills. Participants perceive GBA as superior to traditional methods, particularly in improving organization, coherence, and the use of appropriate language for specific genres. However, some challenges have been identified, including the time-intensive nature of genre analysis, the need for extensive teacher training, and difficulties in multi-genre assessment.

Information

Item Type:	Master
Divisions:
ePrint ID:	5055
Date Deposited:	2024-07-04
Further Information:	Google Scholar
URI:	https://www.univ-soukahras.dz/en/publication/article/5055

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