الفهرس 
Title: The Effectiveness of a Suggested Program Based on Process-Genre Approach in Developing Argumentative Writing Skills for Secondary Language School Students
AbstractOnly 14 pages are availabe for public view
 |  | from | 239 |  |  |
| | | from | 239 | | |
Abstract
This study aimedto determine the effectiveness of the process-genre approach on developing EFLsecondary school students’EFL argumentative writing skills. The participants in this study comprised sixty second year secondary language school students, who were randomly selected from Al Neel secondary language school in the school year 2019-2020.The study employed the quasi-experimental design in which two groups were divided into an experimental group (n=30) and a control one (n=30). Instruments of the study were comprised of an argumentative writing skills checklist, a pre-post argumentative writing test, and a scoring rubric.The findings of the study revealed that the experimental group students scored significantly higher than those in the control group on EFL argumentative writing skills test, mainly those of content, organization, language mechanics, grammar, and vocabulary choice. Consequently, process-genre approach proved to be an effective approach to teachingargumentative writing if properly applied