Publication: The Effects of the Genre-Based Approach on Engineering Students’ Writing Ability
Submitted Date
Received Date
Accepted Date
Issued Date
2012
Copyright Date
Announcement No.
Application No.
Patent No.
Valid Date
Resource Type
Edition
Resource Version
Language
en
File Type
No. of Pages/File Size
ISBN
ISSN
2630-0672 (Print), 2672-9431 (Online)
eISSN
DOI
Scopus ID
WOS ID
Pubmed ID
arXiv ID
item.page.harrt.identifier.callno
Other identifier(s)
Journal Title
LEARN Journal: Language Education and Acquisition Research Network
Volume
5
Issue
Edition
Start Page
End Page
Access Rights
Access Status
Rights
Rights Holder(s)
Physical Location
Bibliographic Citation
Research Projects
Organizational Units
Authors
Journal Issue
Title
The Effects of the Genre-Based Approach on Engineering Students’ Writing Ability
Alternative Title(s)
Author(s)
Author’s Affiliation
Author's E-mail
Editor(s)
Editor’s Affiliation
Corresponding person(s)
Creator(s)
Compiler
Advisor(s)
Illustrator(s)
Applicant(s)
Inventor(s)
Issuer
Assignee
Other Contributor(s)
Series
Has Part
Abstract
The present study aims at investigating the use of the genre-based approach (GBA) and its effects on the writing achievement and attitudes of Thai engineering students. The sample consisted of 40 fourth-year engineering students that were enrolled in an English for engineers course. The study subjects were divided into three groups (high, medium, and low) based on their pre-test scores. Three lessons directly related to writing content concerning engineering work (request e-mails, enquiry e-mails, and reports) were provided in 12 sessions. The post-test, attitude questionnaire, and interview were administered at the end of the experiment. The results of a one-way ANOVA analysis revealed that the writing ability of students in all three groups improved after the experiment with statistical significance. Regarding their attitudes, the findings showed that the students were satisfied with the teaching method, activities, and exercises. More importantly, they felt more confident in writing.