The Effects of Process Genre Writing Instruction on Argumentative Writing Ability and Writing Self-Efficacy

Abstract

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.