Enhancing Argumentative Essay Writing Skills Among EFL Students at Nguyen Tat Thanh University in Ho Chi Minh City

Abstract

Numerous studies have demonstrated the advantageous aspects of writing in a range of contexts by employing a genre-based methodology. On the other hand, actual evidence about its impact on Vietnamese EFL students is insufficient. This article presents the findings of a field experiment that examined the impact of a genre-based strategy on learners capability to produce argumentative essays. The study included twenty EFL students from Nguyen Tat Thanh University in Ho Chi Minh city. These students were split up into two groups, and these groups were given different times to learn how to write argumentative essays using the genre-based technique. Three tests were created to evaluate the students' writing abilities: a pre-test, a progress test, and a post-test. Furthermore, interviews that are semi-structured were conducted to ascertain the participants' opinions regarding the genre-based methodology. The results revealed significant improvements in writing performance for both groups following the intervention. Furthermore, feedback from the interviews indicated that the participants viewed the genre-based approach positively, recognizing its value in enhancing their argumentative writing skills.