Enhancing EFL Students’ Performance and Genre Awareness in Academic Writing through Genre-based Instruction

For EFL students, academic writing can be challenging, especially in Thailand, where English is taught formal classroom settings. To become proficient writing, students need to master genre knowledge and develop an understanding of variations. This study attempted figure out how genre-based instruction affected the performance students. The main research questions are what extent improve their awareness after studying through instruction. involved fifty-six undergraduate Thailand. There were four instruments, i.e., pretest posttest, student reflection, semi-structured interviews. Students’ scores analyzed using descriptive statistics. An independent-sample t-test was used analyze means two groups receiving different types. Student reflection interviews explore target students’ attitudes toward results this showed that control experimental group had equal abilities, as seen pretest. However, significantly outperformed all types writing. findings also revealed improved ways, audience awareness, purpose appropriate content, textual features. In addition, they held positive provides a guideline for teachers practitioners incorporate into teaching proficiency.