GENRE-BASED TEACHING AND RESEARCH ARTICLE WRITING SKILLS AMONG UNDERGRADUATE STUDENTS IN HIGHER EDUCATION

Perdomo B. · Nueva Revista del Pacifico (2026) · DOI: 10.4067/s0719-51762026000100497

Resumen

The study aimed to assess the impact of genre-based writing instruction on research article writing skills among undergraduate students in higher education. A total of 40 manuscripts written by undergraduate students majoring in Communication were analysed. The study used a pre-test and post-test design without a control group and was conducted during a regular 16-week semester. Statistically significant differences were observed between the pre-test and post-test scores across all sections of the research article. The intervention showed a positive impact on research article writing performance, with high learning gains in manuscript writing. The findings indicate that genre-based teaching is an effective strategy for improving student learning and genre knowledge in scientific writing. The study concludes that genre-based writing instruction strengthens students’ ability to write articles according to the conventions of the Communication discourse community. This methodology should be formally included into academic and scientific writing courses in higher education to enhance educational effectiveness and research writing skills.

Instituciones: Universidad Privada Norbert Wiener