The Effect of an Instructional Program based on Systemic Functional genre-based approach on preservice teachers’ academic writing skills.
Nadia Omar Naser Tahat.
Jordanian Educational Journal, 2025.

This study aimed to investigate the effect of implementing an instructional program based on the Systemic Functional Genre-based approach on preservice teachers’ academic writing skills in the High Diploma Program at the University of Jordan in the first semester of the academic year 2024 – 2025. A quasi-experimental approach was followed. The sample of the study consisted of 50 pre-service teachers who were randomly distributed into two groups control and experimental of 25 preservice teachers in each. A comprehensive English achievement test of writing: a writing rubric was administered to collect the data of the study. An instructional program based on a Systemic Functional genre-based approach was administered to the experimental group. The study showed a statistically significant difference in favor of the experimental group. The instructional program based on the Systemic Functional genre-based approach was significantly more effective than the conventional method in developing preservice teachers’ academic writing skills.​