The Impact of Genre-based Instruction of Narrative Texts on Iranian EFL Learners’ Motivation for Writing

Abstract

This quasi-experimental study investigated the instructional efficacy of genre-based approach on Iranian EFL learners'motivation for writing. Out of 180 participants, 60 EFL male and female students at university level, with the age range of 19-28, based on a standard profeciency test, Preliminary English Test (PET), were selected and randomly assigned into control and experimental groups. Each group contained 30 students for which a pre-test and post-test (as motivation for writing questionnaire) were administered. The teaching materials of narrative texts were prepared in a way to conform to the genere-based approach. The results of the study, based on statistical analysis of one way of ANOVA, indicated that the genre-based methodology had significant effects on Iranian EFL learners'motivation for writing. The finding is very useful for Applied Linguists and syllabus designers as well as language teachers and learners.