This study investigated the effects of a process-genre approach on EFL students’ use of writing strategies when writing paragraphs. To ensure the reliability of the writing strategy inventory questionnaire, Cronbach’s alpha was calculated. A quasi-experimental research design was used, and strategy questionnaires were used to collect data. The experimental and control groups were assigned using the lottery method. Independent and paired-sample t-tests were used to determine if there was a statistically significant difference due to treatment between the students’ before and after treatments. Before treatment, the students completed the writing strategy questionnaires, and after 12 weeks of treatment, they were given after-treatment questionnaires. The results revealed that students in the experiment group outperformed the control group in terms of using different writing strategies based on the process-genre approach. The study concluded that the process-genre approach could significantly improve students’ paragraph writing. Therefore, university-level English language teachers are strongly recommended to be aware of the role of the process-genre approach and to follow the process-genre model in improving their students’ use of writing strategies in writing paragraphs.

中文翻译：

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过程体裁方法对学生段落写作策略使用的影响：瓦切莫大学二年级学生

本研究调查了过程流派方法对英语学生在写作段落时使用写作策略的影响。为了保证写作策略量表问卷的可靠性，计算了Cronbach's alpha。采用准实验研究设计，并使用策略问卷来收集数据。采用抽签的方式分配实验组和对照组。使用独立和配对样本t检验来确定学生治疗前后的治疗是否存在统计学上的显着差异。治疗前，学生完成写作策略问卷，治疗12周后，进行治疗后问卷。结果显示，实验组的学生在使用基于过程体裁方法的不同写作策略方面优于对照组。研究得出的结论是，过程体裁方法可以显着提高学生的段落写作。因此，强烈建议大学英语教师意识到过程体裁方法的作用，并遵循过程体裁模型来提高学生在写作段落时使用写作策略。