ABSTRACT
This study intended to investigate the impact of genre-based and process-based tasks on the EFL learners’ writing coherence. To prove this, 60 intermediate EFL undergraduates at Elmi Karbordi University, including 40 females and 20 males majoring in English translation, were selected through nonrandom convenience sampling. Following this, they were randomly divided into two experimental groups each of which was exposed to two different interventions (genre-based and process-based tasks). Each treatment lasted for 15 sessions, over 8 weeks. After taking the writing posttest, their means were compared via an independent samples t-test which led to the conclusion that there is a significant difference between the effect of genre-based and process-based tasks on the EFL learners’ writing coherence, with the genre-based task group outperforming the process-based task group.
Keywords: Genre-based task, Process-based task, EFL learners, and Writing coherence.
Citation: Mall-Amiri B., and Moradian A. (2024). Building EFL learners’ writing coherence through tasks: a comparison of genre and process-based tasks, Asian J. Soc. Sci. Leg. Stud., 6(3), 92-103. https://doi.org/10.34104/ajssls.024.0920103
