Arab World English Journal (AWEJ) Volume 14. Number 2 June 2023                                             Pp. 295-311

Full Paper PDF

   Enhancing EFL Students’ Performance and Genre Awareness in Academic Writing
through Genre-based Instruction

Piriya Thaksanan
Language Institute, Thammasat University
Bangkok, Thailand
Corresponding Author:

Panna Chaturongakul
Language Institute, Thammasat University
Bangkok, Thailand


Received:12/20/2022         Accepted:06/01/2023                 Published: 06/24/2024


For EFL students, academic writing can be challenging, especially in Thailand, where English is taught in formal classroom settings. To become proficient in academic writing, students need to master genre knowledge and develop an understanding of genre variations. This study attempted to figure out how genre-based instruction affected the academic writing performance of EFL students.  The main research questions are to what extent students improve their writing performance and their awareness of genre after studying academic writing through genre-based instruction.  The study involved fifty-six undergraduate students in Thailand. There were four research instruments, i.e., pretest and posttest, student writing, student reflection, and semi-structured interviews. Students’ writing scores were analyzed using descriptive statistics. An independent-sample t-test was used to analyze the means of the two groups receiving different instruction types. Student reflection and interviews were used to explore the target students’ genre awareness and students’ attitudes toward the instruction. The results of this study showed that the students in the control and experimental group had equal writing abilities, as seen in the pretest. However, the experimental group of students significantly outperformed the students in the control group in all types of academic writing. The findings also revealed that the target students improved their genre awareness in four ways, i.e., audience awareness, purpose awareness, appropriate content, and textual features. In addition, they held positive attitudes toward genre-based instruction. This study provides a guideline for teachers and practitioners to incorporate genre-based instruction into teaching writing to improve students’ writing proficiency.
Keywords: EFL students’ performance, genre awareness, genre knowledge, genre-based instruction, second
language writing, teaching and learning cycle,

Cite as: Thaksanan, P., & Chaturongakul, P.  (2023).  Enhancing EFL Students’ Performance and Genre Awareness in Academic Writing through Genre-based Instruction.  Arab World English Journal, 14 (2) 295-311.


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Received: 12/20/2022
Accepted: 06/01/2023
Published: 06/24/2024 

Piriya Thaksanan is a Ph.D. candidate (in English Language Teaching) at the Language Institute, Thammasat University, Bangkok, Thailand. Research interests: methodology of teaching foreign languages, EFL writing instruction, and English for Specific Purposes.

Panna Chaturongakul is an English language lecturer and a vice director for human resources and administrative affairs at the Language Institute of Thammasat University (LITU). She completed her Ph.D. in English Language teaching (ELT) at the University of Essex in the United Kingdom. At LITU, Panna teaches undergraduate courses such as English for Academic Purposes and English for Science and Technology. She also co-teaches postgraduate courses such as Teaching English for Specific Purposes, Research Methodology, and English Language Teaching Methodologies. Her research interests include English for specific purposes (ESP), vocabulary teaching, and ESP materials design.