A Guideline to Apply the Process Genre Approach to Develop Practical Writing Ability for Chinese Students in the Chinese Language Program: A Case Study at Phetchaburi Rajabhat University

Abstract

The purposes of this research were 1) to improve students’  Chinese practical writing ability based on Process Genre – Approach and 2) to study attitude of students toward the learning Chinese practical writing writing  after Teaching using Process Genre – Approach writing concep. The samples were selected by purposive Sampling of twenty-two fourth-year,Chinese Language Program , Chinese writing course, Phetchaburi Rajabhat University in the first semester of 2021. The instruments used in this research were 1) process Genre – Approach three lesson plan 2) practical writing before and after Teaching using Process Genre – Approach writing concep writing test 3) attitude questionnaire  and 4) Criteria for assessing Chinese writing ability. The study results revealed that  1) the score student’ Chinese notice writing ability before Teaching using Process Genre – Approach writing concept was  54.01% , after Teaching using Process Genre – Approach writing concept was 64.93 %  2) the score student’ Chinese announcement writing ability before Teaching using Process Genre – Approach writing concept was 50.95 % , after Teaching using Process Genre – Approach writing concept was 64.39 %  and  3) the score student’ Chinese cover letter  writing ability before Teaching using Process Genre – Approach writing concept was 46.21 % , after Teaching using Process Genre – Approach writing concept was 58.61 % and three lesson plan t-test equal to 17.28, 14.11 and 12.91 respectively. Most of the students had positive attitudes in all aspects after they had learned Chinese language practical writing (Process Genre-Approach). The mean pre-test was 63.73, and the mean post-test was 78.92. The results of the assessment of attitude post-test were higher than those of the pre-test. accounted for 10.20%, with a statistical significance of.05.