Technology-Mediated Genre-Based Instruction: Effects on Engagement and Academic Writing Performance Among Saudi Undergraduate EFL Learners

Abstract

This study examines the impact of genre-based instruction (GBI) supported by online platforms—Blackboard and YouTube—on Saudi undergraduate EFL learners’ writing development. Grounded in systemic functional linguistics, the intervention was designed to enhance students’ genre awareness, workplace writing performance, and engagement with digital learning tools. A quasi-experimental design was employed with 88 first-year students divided into an experimental group (n = 45) receiving GBI and a control group (n = 43) following a traditional skills-based curriculum. Data were collected through pre- and post-tests of writing tasks, a genre awareness scale, platform engagement metrics, and follow-up interviews with a purposive subsample. Quantitative analyses included paired- and independent-samples t-tests, ANCOVA, regression, and mediation/moderation models, while qualitative data were thematically analyzed. Results indicate that GBI significantly improved students’ genre awareness and writing performance compared to the control group, with active participation on Blackboard and YouTube further predicting stronger outcomes. Engagement was found to mediate the relationship between genre knowledge and writing performance, while English proficiency moderated the relationship between engagement and writing performance. Qualitative findings reinforced these trends, highlighting the perceived value of online tools in extending classroom practice. The study underscores the pedagogical potential of integrating genre pedagogy with digital platforms to foster transferable writing skills in EFL contexts.