The Effect of an Instructional Program based on Systemic Functional genre-based approach on preservice teachers’ academic writing skills

Abstract

This study aimed to investigate the effect of implementing an instructional program based on the systemic functional genre-based approach on preservice teachers’ academic writing skills in the high diploma program at the University of Jordan in the first semester of the academic year 2024 – 2025. A quasi-experimental methdology was followed. The sample of the study consisted of 50 pre-service teachers who were randomly distributed into two groups control and experimental of 25 preservice teachers in each. A comprehensive English achievement test of writing: a writing rubric was administered to collect the data of the study. An instructional program based on a systemic functional genre-based approach was administered to the experimental group. The study showed a statistically significant difference in favor of the experimental group. The instructional program based on the Systemic Functional genre-based approach was significantly more effective than the conventional method in developing preservice teachers’ academic writing skills.