Abstract:
The main objective of this study was to investigate the effect of using genre based approach
developing on EFL learner’s letter writing skills and their attitudes towards writing skills:
Grade 11 of Seto Semrow Secondary School in Focus. In addition, the two variables of this study
were using genre based approach to teaching writing, and letter writing skills. The former one
was the independent variable, and the latter one was dependent variable. The target population
of the study was 200 students, and among these 50 of them was chosen through purposeful
sampling technique. The selected 50 students were equally divided into two groups,
experimental and controlled, by using lottery method. The same 25 students were assigned to
both groups. Letter writing tests and attitude and questionnaires were the instrument used to
gather data from the samples of the study. Furthermore, quasi-experimental research design was
used in this study. The data were analyzed quantitatively through a paired samples t-test to
examine whether there were statistically significant difference between the pre and post-test
results of the control and experimental groups. Furthermore, spss version 23 was also used to
analyze the data that were collected from the samples of the study. The findings of this study
provided that on the one hand, there were no changes in the letter writing skills the control
group after they had learned letter writing through the traditional approaches of teaching
writing. On the other hand, the letter writing skills of the experimental groups were improved
after they had learned letter writing through the genre-based approach of the teaching writing.
The findings discovered that the genre-based approach to teaching writing is more effective than
that of the control group in developing content, organization, and mechanics. However, in terms
of developing students’ letter writing skills in grammar and vocabulary, the genre approach to
write is less effective than the control group approaches of teaching writing as that of content,
organization and mechanics. Based on the findings of the study, it was recommended that each
of the stages of the genre - based approach to teaching writing has its own role in developing
students’ letter writing skills. EFL teachers and learners’ should give emphasis on teaching
writing Based through genre approach, EFL teachers should create good atmospheres for
language learners to practice the letter writing genre approach and EFL syllabus designers
should use genre approach to design tasks so as to improve the writing skill of the students.
