This paper aims to investigate the effectiveness of the process-genre approach on EFL learners’ writing improvement. A total of 48 Chinese college freshmen students participated in this study, and they were divided into high-level (n=20) and low-level (n=28) groups. All the participants were instructed by the same teacher in the College English class for 14 weeks, during which they were taught how to compose in three writing genres: narration, exposition, and argumentation. After comparing the writing scores of pre- and post-tests from both groups, it can be concluded that the processgenre approach is helpful in enhancing the EFL learners’ writing competence because both groups of students had significantly improved their writing abilities. Besides, both group learners attained a salient achievement in expository writing after they were trained by the process-genre approach. Compared with the high-level learners, the low-level learners made larger progress in all three writing genres. It indicates that enough teaching time and teacher’s scaffolding systems are crucial for the learners’ writing development.

I. Introduction
II. Literature Review
    1. Second Language Writing Instructional Approaches
    2. Process-genre Approach to Writing
IlI. Methodology
    1. Research Context
    2. Participants
    3. Instruments
    4. Treatment
    5. Data Collection and Analysis
IV. Results
    1. The Overall Writing Performance of Both Group Learners
    2. The Writing Achievements of Both Group Learners with Respectto the Scoring Criteria
V. Discussion
VI. Conclusion
References

• Yi Liu(School of Foreign Languages Yanbian University)
• Yang-Hee Kim(Department of English and Literature Baekseok University)