Effects of genre-based approach on argumentative writing performance of English major undergraduates in China

Developing writing proficiency in English is a crucial component of English education in China. Meanwhile, teaching academic writing is challenging due to its complicated nature. Many Chinese undergraduates majoring in English struggle to write effective argumentative essays because they lack explicit instruction on tailoring their writing to specific contexts or genres. Many researchers and instructors have acknowledged the advantages of genre-based approaches to teaching argumentative writing within the context of English as a Foreign Language (EFL). However, empirical studies on genre-based approaches and the argumentative writing performance of Chinese English major undergraduate learners are still under-researched. The current study investigated the effects of a genre-based approach on Chinese English major undergraduate students’ argumentative writing performance (i.e., content, organisation, language use, and mechanics). Adopting an explanatory sequential mixed methods research design, this research was conducted in two integral English major argumentative writing classes at a Chinese university. Participants comprised 60 second-year English major undergraduates assigned to experimental and control groups. Thirty students from the experimental group were taught using the genre-based approach, and 30 from the control group received the traditional product-oriented writing instruction. Both quantitative and qualitative data collection methods were utilised in this study. The quantitative data were from pre- and post-classroom argumentative writing tests, while the qualitative data collection was from rhetorical move-step analysis and semi-structured interviews with the students. Students’ argumentative writing performances from the pre- and post-tests were rated against a content, organisation, language use, and mechanics marking rubric. A rhetorical move- step analysis was utilised to explore students’ improvements in rhetorical structures after the genre-based intervention. Semi-structured interviews were conducted to understand students’ perceptions of the genre-based approach in argumentative writing. The independent and paired samples t-tests led to statistically significant differences in the scores. The results showed that the genre-based approach enhanced students’ overall argumentative writing performance, including content, organisation, language use, and mechanics after the intervention. Furthermore, the experimental group receiving the genre-based approach outperformed the control group in the post- test, especially in organisation (p=.011) and language use (p=.023). Following the intervention, the rhetorical move-step analysis also revealed an increased use of rhetorical moves and steps in the argumentative genres. The analysis of semi- structured interviews with the students demonstrated positive changes in genre knowledge, genre awareness, attitudes, and suggestions after the genre-based writing intervention. This research had implications for curriculum development and instructional practices in Chinese EFL writing classrooms. It also provided evidence of the benefits of utilising the genre-based approach in improving Chinese EFL learners’ writing performance. Finally, theoretical and pedagogical implications and recommendations for future research were discussed.

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