USING GENRE-BASED INSTRUCTION TO ENHANCE ARGUMENTATIVE WRITING ABILITIES IN FUTURE ENGLISH TEACHERS
Keywords:
argumentative writing, genre-based methodology, future English teachers, writing skills development, genre conventions, mixed-methods approachAbstract
This study explores the effectiveness of genre-based instruction in enhancing argumentative writing abilities among future English teachers. Grounded in genre theory, the research emphasizes the importance of understanding text structure, purpose, and audience in developing academic writing skills. The study adopts a qualitative and quantitative approach, involving pre-service teachers who participate in a series of instructional stages, including modeling, joint construction, and independent writing.
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