The Impact of Genre-Based Instruction on Jordanian Basic Sixth-Grade EFL Learners’ Writing Skills

Abstract

This study investigated the impact of genre-based instruction, as the independent variable, on the writing skills, the dependent variable, of Jordanian basic sixth-grade learners in English as a Foreign Language (EFL). Its primary aim is to explore whether genre-based method of teaching writing, which emphasizes the structure and conventions of different text types, enhances learners' writing abilities compared to traditional writing instruction. The study used a quasi-experimental design, involving two groups: an experimental group (20) that receives genre-based instruction and a control group (20) that follows a conventional writing curriculum. The participants, were 40 sixth-grade learners from a private school in Jordan, they were pre-tested and post-tested on their writing skills focusing on content, organization, language use, and mechanics. Data analysis showed statistically significant differences between the performance of the experimental group and that of the control group in favor of the former.