抄録
A study was conducted to design writing instruction and examine whether it would contribute to improving Japanese university EFL students’ skills in writing argumentative essays. The instruction was devised by combining genre-based and process-centered approaches. The students’ pre- and post-instructional essays were analyzed in terms of organization, language choices, and types of evidence. It was found that the post-instructional essays outperformed the pre-instructional ones in all the three analytical measures. Namely, the post-instructional essays were better organized, with a hierarchical structure and more effective use of reporting verbs, logical connectors, and credible evidence. Thus, the instruction had overall positive effects on the students’ production of argumentative essays; however, their heavy reliance on online materials written in Japanese as evidence remained a problem to be solved.
https://ror.org/03jzxkg37 
