SavedAdd your journal

Journals / Aydın Tömer Dil Dergisi / 2026 / Cilt: 11 Sayı: 2

The Effectiveness of the Process-Genre Approach in Enhancing Writing Skills in Turkish as a Foreign Language

Yabancı Dil Olarak Türkçe Yazma Becerilerinin Geliştirilmesinde Süreç-Tür Temelli Yaklaşımın Etkililiği

İbrahim Doyumğaç(Adıyaman Üniversitesi)0000-0002-8234-7555
Merve Suroğlu Sofu(NİŞANTAŞI ÜNİVERSİTESİ)0000-0001-9101-8211
Rabia Demirkol(NİŞANTAŞI ÜNİVERSİTESİ)0000-0003-0998-7393
Pages
717–755
Publication Date
2026-09-21
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The integration of process strategies with genre awareness appears particularly effective for developing learners' compositional competence across linguistic, cognitive, and motivational dimensions.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This randomized controlled trial examined the efficacy of process-genre pedagogy on writing achievement among Turkish foreign language learners, investigating both immediate and retention effects across multiple writing dimensions.
📊
Key Findings & Data:Eighty B2-level international students from 13 countries were randomly assigned to experimental (process-genre instruction, n=40) or control (traditional textbook-based instruction, n=40) conditions using stratified randomization.
💡
Conclusion & Impact:The integration of process strategies with genre awareness appears particularly effective for developing learners' compositional competence across linguistic, cognitive, and motivational dimensions.
🔬Design:Araştırma Makalesi
📍Scope:Comprehensive Sample
⚙️Variables:Süreç-tür yaklaşımı · yazma becerisi · yabancı dil olarak Türkçe öğretimi

Abstract

This randomized controlled trial examined the efficacy of process-genre pedagogy on writing achievement among Turkish foreign language learners, investigating both immediate and retention effects across multiple writing dimensions. Eighty B2-level international students from 13 countries were randomly assigned to experimental (process-genre instruction, n=40) or control (traditional textbook-based instruction, n=40) conditions using stratified randomization. The 9-week intervention targeted nine text genres through systematic scaffolding of process and genre awareness. Writing performance was assessed using a validated 25-point analytical rubric measuring grammar, vocabulary, content organization, textual coherence, and length. Data were collected at pretest, posttest, and 5-week retention intervals. Multivariate analysis of covariance (MANCOVA), controlling for pretest performance, revealed significant group differences (Wilks' λ = .118, F(2,75) = 288.24, p < .001, ηp² = .885). The experimental group demonstrated superior performance on both posttest (Madj = 23.86 vs. 20.86, p < .001, Cohen's d = 3.28) and retention measures (Madj = 22.83 vs. 20.09, p < .001, Cohen's d = 2.76). Qualitative analysis revealed enhanced strategic competence, improved linguistic confidence, increased motivational engagement, and developed metacognitive awareness. Process-genre pedagogy produced substantial and sustained improvements in foreign language writing achievement. The integration of process strategies with genre awareness appears particularly effective for developing learners' compositional competence across linguistic, cognitive, and motivational dimensions.

Özet

Bu randomize kontrollü çalışma, süreç-tür pedagojisinin Türk yabancı dil öğrenenler arasında yazma başarısı üzerindeki etkinliğini inceleyerek, birden fazla yazma boyutunda hem anlık hem de kalıcı etkileri araştırmıştır. 13 ülkeden 80 B2 seviyesindeki uluslararası öğrenci, tabakalı randomizasyon kullanılarak deney (süreç-tür eğitimi, n=40) veya kontrol (geleneksel ders kitabı tabanlı eğitim, n=40) koşullarına rastgele atanmıştır. 9 haftalık müdahale, süreç ve tür farkındalığının sistematik olarak desteklenmesi yoluyla dokuz metin türünü hedeflemiştir. Yazma performansı, dil bilgisi, kelime dağarcığı, içerik organizasyonu, metinsel tutarlılık ve uzunluğu ölçen geçerliliği kanıtlanmış 25 puanlık analitik bir değerlendirme ölçeği kullanılarak değerlendirilmiştir. Veriler ön test, son test ve 5 haftalık kalıcılık aralıklarında toplanmıştır. Ön test performansını kontrol eden çok değişkenli kovaryans analizi (MANCOVA), anlamlı grup farklılıklarını ortaya koydu (Wilks' λ = .118, F(2,75) = 288.24, p < .001, ηp² = .885). Deney grubu hem son testte (Madj = 23.86'ya karşı 20.86, p < .001, Cohen's d = 3.28) hem de kalıcılık ölçümlerinde (Madj = 22.83'e karşı 20.09, p < .001, Cohen's d = 2.76) üstün performans gösterdi. Nitel analiz, gelişmiş stratejik yeterlilik, iyileştirilmiş dilsel güven, artan motivasyonel katılım ve gelişmiş üstbilişsel farkındalık ortaya koydu. Süreç-tür pedagojisi, yabancı dil yazma başarısında önemli ve sürdürülebilir iyileşmeler sağladı. Süreç stratejilerinin tür farkındalığıyla bütünleştirilmesi, öğrencilerin dilsel, bilişsel ve motivasyonel boyutlarda kompozisyon becerilerini geliştirmek için özellikle etkili görünmektedir.

🔖

Cite This Article

Doyumğaç, İ., Sofu, M. S., Demirkol, R. (2026). The Effectiveness of the Process-Genre Approach in Enhancing Writing Skills in Turkish as a Foreign Language. Aydın Tömer Dil Dergisi, Cilt: 11 Sayı: 2, 717–755. https://ajindex.com/articles/1458751

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (79)

  1. Abdel-Haq, E. M., Atta, H. T., & Ali, A. A. H. (2020). A suggested web-mediated process genre-based program for developing writing autonomy of EFL prospective teachers. Sohag University International Journal of Educational Research, 2(2), 30-50. doi:10.21608/suijer.2020.97630.
  2. Abdullah, H. M. A. (2019). The effect of process-genre approach for developing English writing skills of secondary school students and reducing their writing anxiety. CDELT Occasional Papers, 68(1), 513-528. doi:10.21608/opde.2019.132690
  3. Abukan, M. (2018). The impact of the "speak to write" model on productive skills in teaching Turkish as a foreign language (Doctoral dissertation) Atatürk University.
  4. Agesta, S., & Cahyono, B. Y. (2017). Effect of process-genre approach on the Indonesian EFL writing achievement across personality. International Journal of English Language and Linguistics Research, 5(3), 39-48.
  5. Ajmal, A. (2015). Process-genre approach to teaching writing university foundation course students in Pakistan. In The European Conference on Language Learning: Official Conference Proceedings. The International Academic Forum.
  6. Alabere, R. A., & Shapii, A. (2019). The effects of process-genre approach on academic writing. Journal of English Educators Society, 4(2), 89-98. doi:10.21070/jees.v4i2.2598
  7. Al-Hammadi, F., & Sidek, H. M. (2015). An analytical framework for analysing secondary EFL writing curriculum: Approaches for writing and preparation for higher education. International Education Studies, 8(1), 59–70. doi:10.5539/ies.v8n1p59
  8. Altunkaya, H. (2021). Instruction of Turkish as a foreign language abroad: Problems and recommendations. Bayburt Eğitim Fakültesi Dergisi, 16(Özel Sayı), 1-33. doi:10.35675/befdergi.830898
  9. Arteaga-Lara, H. M. (2017). Using the process-genre approach to improve fourth-grade EFL learners’ paragraph writing. Latin American Journal of Content and Language Integrated Learning, 10(2), 217-244. doi:10.5294/laclil.2017.10.2.3
  10. Assaggaf, H. T. (2016). A process genre approach to teaching report writing to Arab EFL computer science students. International Journal of English Linguistics, 6(6), 8-18. doi:10.5539/ijel.v6n6p8
  11. Aydoğdu, İ., & Okur, A. (2024). Yabancı dil olarak Türkçe öğretiminde cümle piramidi tekniğinin yazma eğitiminde kullanımı. Bezgek Yabancılara Türkçe Öğretimi Dergisi, 3(4), 238-252. http://dx.doi. org/10.56987/bezgek.1590058
  12. Babalola, H. A. L. (2012). Effects of process-genre based approach on the written English performance of computer science students in a Nigerian polytechnic. Journal of Education and Practice, 3, 1-6.
  13. Badger, R., & White, G. (2000). A process genre approach to teaching writing. ELT Journal, 54(2), 153-160. doi:10.1093/elt/54.2.153
  14. Baklacı, Ö. (2018). Developing writing skills in teaching Turkish as a foreign language through a task-based approach (Master’s thesis, İstanbul University, İstanbul, Türkiye).
  15. Barkaoui, K. (2007). Teaching writing to second language learners: Insights from theory and research. TESL Reporter, 40(1), 35-48.
  16. Biçer, N., Çoban, İ., & Bakır, S. (2014). Problems faced by foreign students learning Turkish: The case of Atatürk University. Journal of International Social Research, 7(29), 125-135.
  17. Bin-Hady, W. R. A., Nasser, A. N. A. N., & Al-Kadi, A. T. (2020). A preexperimental study on a process-genre approach for teaching essay writing. Journal of Language and Education, 6(4), 44-54. doi:10.17323/ jle.2020.10347
  18. Bölükbaş, F., & Yılmaz, M. F. (Eds.). (2020). New Istanbul Turkish coursebook for international students B2. İstanbul: Kültür Sanat.
  19. Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2019). Scientific research methods in education (26th ed.). Ankara: Pegem Akademi.
  20. Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). Thousand Oaks, CA: Sage Publications.
  21. Davis, L., & McKay, S. B. (1996). Structures and strategies: An introduction to academic writing. Macmillan Education AU.
  22. Deng, L., Chen, Q., & Zhang, Y. (2014). Developing Chinese EFL learners’ generic competence: A genre-based and process-genre approach. New York, NY: Springer.
  23. Derewianka, B. (1990). Exploring how texts work. Rozelle, NSW: Primary English Teaching Association.
  24. Doyumğaç, İ. (2022). The effect of activities based on generative transformational linguistics on writing correct sentences skills for learners of Turkish as a foreign language (Doctoral dissertation). Atatürk University.
  25. Ekinci, Z. (2018). The effect of collaborative writing activities on the development of writing skills of those who learn Turkish as a foreign language (Unpublished Master’s thesis). Bolu Abant İzzet Baysal University.
  26. Eliwarti, E., & Maarof, N. (2017). The students’ perceptions of the strategies in the process approach. International Journal of Educational Best Practices, 1(1), 67-82.
  27. Etikan, I., Musa, S. A., & Alkassim, R. (2016). Comparison of convenience sampling and purposive sampling. American Journal of Theoretical and Applied Statistics, 5, 1-4. doi:10.11648/j.ajtas.20160501.11
  28. Flower, L. S., & Hayes, J. R. (1981). A cognitive process theory of writing. College Composition and Communication, 32(4), 365-387. Retrieved from http://www.jstor.org/stable/356600
  29. Ghufron, M. A. (2016). Process-genre approach, product approach, and students’ self-esteem in teaching writing. Indonesian EFL Journal: Journal of ELT, Linguistics, and Literature, 2(1), 37-54.
  30. Goa, J. (2007). Teaching writing in Chinese universities: Finding an eclectic approach. Asian EFL Journal, 20(2), 285-297.
  31. Graham, S., & Perin, D. (2007). A meta-analysis of writing instruction for adolescent students. Journal of Educational Psychology, 99(3), 445-476. doi:10.1037/0022-0663.99.3.445
  32. Gupitasari, H. (2013). The implementation of process-genre approach to teaching writing business letter. Journal of English & Education, 1(2), 89-95.
  33. Hair, J. F., Black, W. C., Babin, B. J., Anderson, R. E., & Tatham, R. L. (2010). Multivariate data analysis. New York: Pearson Prentice Hall.
  34. Han, J., & Hiver, P. (2018). Genre-based L2 writing instruction and writing-specific psychological factors: The dynamics of change. Journal of Second Language Writing, 40, 44-59. doi:10.1016/j.jslw.2018.03.001
  35. Harpiansi, H. (2023). Process genre based approach (PGBA) to academic short essay writing learning in the context of EFL classroom. Jurnal Ilmu Pendidikan, 2(1), 11-20. doi:10.58222/jurip.v2i1.106
  36. Hayes, J. R. (2012). Modelling and remodelling writing. Written Communication, 29(3), 369-388. doi:10.1177/0741088312451260
  37. Hazaea, A. N. (2023). Process-genre approach in mixed-ability classes: Correlational study between EFL academic paragraph reading and writing. Novitas-ROYAL, 17(2), 1-12.
  38. Huang, Y., & Zhang, L. J. (2020). Does a process-genre approach help improve students’ argumentative writing in English as a foreign language? Findings from an intervention study. Reading & Writing Quarterly, 36(4), 339-364. doi:10.1080/10573569.2019.1649223
  39. Hyland, K. (2013). Second language writing: The manufacture of a social fact. Journal of Second Language Writing, 22(4), 426-427. doi:10.1016/j.jslw.2013.08.001
  40. Kaplan, T. (2018). The effect of authentic writing studies on students’ writing skills and attitude in teaching Turkish to foreigners (Doctoral dissertation). Sakarya University.
  41. Khanalizadeh, B., & Allami, H. (2012). The impact of teachers’ belief on EFL writing instruction. Theory and Practice in Language Studies, 2(2), 334-342.
  42. Kim, Y., & Kim, J. (2005). Teaching Korean university writing class. Asian EFL Journal, 7(2), 1-15.
  43. Kitajroonchai, N., Kitjaroonchai, T., & Sanitchai, P. (2022). The effects of process genre-based writing and process writing approaches on Asian EFL pre-university students’ writing performance. Journal of Language Teaching and Research, 13(4), 860-871. doi:10.17507/jltr.1304.19
  44. Konaçoğlu, E. (2020). The impact of feedback given based on error analysis approach on the writing success of learners in the written texts of those learning Turkish as a foreign language (Unpublished master’s thesis). Ondokuz Mayıs University.
  45. Lee, I. (2012). Genre-based teaching and assessment in secondary English classrooms. English Teaching: Practice and Critique, 11(4), 120-136.
  46. Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Thousand Oaks: Sage.
  47. Ly, H. T. D. H. (2014). Peer feedback implementation and the effects of trained peer feedback on students’ writing quality at Ho Chi Minh City Open University (Unpublished master’s thesis).
  48. Maden, S., & İşcan, A. (2011). Goals and problems of teaching Turkish as a foreign language (The case of India). Black Sea Journal of Social Sciences, 3(5), 23-37. issue/16226/169931
  49. Mekki, C. (2012). The student awareness of writing skill: The case study third-year students at Biskra University (Unpublished master’s thesis) Biskra University.
  50. Melanlıoğlu, D., & Demir-Atalay, T. (2016). The effect of creative writing practices on the writing self-efficacy of Turkish as a foreign language learners. Türkiye Sosyal Araştırmalar Dergisi, 20(3), 697–721. Merriam, S. B., & Tisdell, E. J. (2015). Qualitative research: A guide to design and implementation (4th ed.). San Francisco, CA: Jossey-Bass.
  51. Peungcharoenkun, T., & Waluyo, B. (2023). Implementing process- genre approach, feedback, and technology in L2 writing in higher education. Asian-Pacific Journal of Second and Foreign Language Education, 8, 34. doi:10.1186/s40862-023-00211-7
  52. Pujianto, D., Emilia, E., & Ihrom, S. M. (2014). A process-genre approach to teaching writing report text to senior high school students. Indonesian Journal of Applied Linguistics, 4(1), 99-110. doi:10.17509/ijal. v4i1.603
  53. Rahimi, M., & Ong, K. K. W. (2023). Exploring expert teachers' cognitions and practices of teaching English speaking and their students’ experiences and engagement. System, 115, 103064. doi: 10.1016/j.system. 2023.103064
  54. Rahimi, M., & Zhang, L. J. (2022). Effects of an engaging process-genre approach on student engagement and writing achievements. Reading & Writing Quarterly, 38(5), 487-503. doi:10.1080/10573569.2021.1982431.
  55. Rose, D., & Martin, J. R. (2012). Learning to write, reading to learn: Genre, knowledge and pedagogy in the Sydney School. Sheffield, England: Equinox Publishing Ltd.
  56. Rothery J, Stenglin, M. (1994) Exploring Literacy in School English (Write it Right Resources for Literacy and Learning). Sydney: Sydney Metropolitan East Disadvantaged Schools Program, New South Wales Department of School Education.
  57. Rusinovci, X. (2015). Teaching writing through process-genre based approach. US-China Education Review, 5(10), 699-705. doi:10.17265/2161- 623X/2015.10.006
  58. Şahin, Ç. (2017). Data analysis. In R. Y. Kıncal (Ed.), Scientific research methods (5th ed., pp. 183-220). Ankara: Nobel Yayıncılık.
  59. Schmitt, N., & Rodgers, M. P. (Eds.). (2002). An introduction to applied linguistics. London: Arnold.
  60. Schwandt, T. A., Lincoln, Y. S., & Guba, E. G. (2007). Judging interpretations: But is it rigorous? Trustworthiness and authenticity in naturalistic evaluation. New Directions for Evaluation, 114, 11-25. doi:10.1002/ ev.223
  61. Spycher, P. (2007). Academic writing of adolescent English learners: Learning to use although. Journal of Second Language Writing, 16, 238- 254. doi: 10.1016/j.jslw.2007.07.001
  62. Suroğlu Sofu, M., & Demirkol, R. (2024, 1-3 Mart). Türkçenin yabancı dil olarak öğretiminde yazma becerisini geliştirmeye yönelik bir araştırma: İstanbul Nişantaşı Üniversitesi örneği. Uluslararası Yabancı Dil Olarak Türkçe Öğretimi Kongresi özet bildiri kitabı içinde (p. 11), Balıkesir, Türkiye.
  63. Swales, J. M., & Feak, C. B. (2012). Academic writing for graduate students: Essential tasks and skills (3rd ed.). Ann Arbor: University of Michigan Press.
  64. Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (6th ed.). Boston: Pearson Education.
  65. Taghizadeh, M. (2014). Contribution of writing autonomy to the writing performance of EFL learners based on CEFR. English Language Teaching, 1(3), 58–85.
  66. THEC. (2024). Higher education information management system: Student statistics. Retrieved from THEC student statistics
  67. Top, F. (2013). Using creative writing techniques in teaching Turkish as a foreign language (Unpublished master’s thesis). Dokuz Eylül University.
  68. Truong, H. M. (2022). Impacts of process-genre approach on EFL sophomores’ writing performance, writing self-efficacy, and writing autonomy. Journal of Language and Education, 8(1), 181–195. doi:10.17323/ jle.2022.12165
  69. Truong, M. H., & Pham, V. P. H. (2017). High school teachers’ pedagogical beliefs in English as a foreign language writing instruction. Journal of Science: Ho Chi Minh City Open University, 7(4), 21–33.
  70. Uddin, M. E. (2014). Teachers’ pedagogical belief and its reflection on the practice in teaching writing in EFL tertiary context in Bangladesh. European Journal of Educational Sciences, 1(3), 58-80.
  71. Uzun, A. (2015). The effect of creative writing activities on Chinese students’ writing skills in Turkish as a foreign language (Unpublished master’s thesis). Atatürk University.
  72. Xu, Y. (2016, March). Study on the application of network + multimedia- based process genre approach in college English writing teaching. In 2016 International Conference on Education, Sports, Arts and Management Engineering (pp. 312–316). Atlantis Press. 10.2991/icesame- 16.2016.66
  73. Yıldırım, A., & Şimşek, H. (2013). Qualitative research methods in social sciences (9th ed.). Ankara: Seçkin Yayıncılık.
  74. Yıldız-Çağdaş, H. (2019). Explanation techniques in the writing skills of Turkish as a foreign language learners (B1 level) (Unpublished Master’s thesis). Dokuz Eylül University.
  75. Yin, R. K. (2018). Case study research and applications: Design and methods (6th ed.). Thousand Oaks, CA: Sage.
  76. Zhang, L. J. (2016). Reflections on the pedagogical imports of western practices for professionalizing ESL/EFL writing and writing-teacher education. Australian Review of Applied Linguistics, 39(3), 203-232. doi:10.1075/aral.39.3.01zha
  77. Zhang, M. (2018). Collaborative writing in the EFL classroom: The effects of L1 and L2 use. System, 76, 1-12. doi:10.1016/j.system.2018.04.009.
  78. Maden, S., & İşcan, A. (2011). Goals and problems of teaching Turkish as a foreign language (The case of India). Black Sea Journal of Social Sciences, 3(5), 23-37. issue/16226/169931
  79. Melanlıoğlu, D., & Demir-Atalay, T. (2016). The effect of creative writing practices on the writing self-efficacy of Turkish as a foreign language learners. Türkiye Sosyal Araştırmalar Dergisi, 20(3), 697–721.