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This thesis investigates the impact of genre-based writing teaching on the letter writing ability of 11th grade students at Go Cong Dong High School in Tien Giang Province. The study involved a quasi-experimental design with 70 students, showing that those exposed to genre-based instruction significantly outperformed their peers in various aspects of letter writing, including content and organization. The findings suggest that genre awareness enhances writing effectiveness, leading to recommendations for in

Author

ngvtrinh396

Language

EN