This study explores the effectiveness of the Genre-Based Approach (GBA) in enhancing
students’ English writing skills, with a focus on their perspectives regarding paragraph
writing. Employing a qualitative case study design, data were gathered through
questionnaires and interviews involving 23 participants. The findings reveal that GBA
significantly enhances students’ abilities in structuring and organizing ideas, increases their
awareness of genre conventions, and fosters greater motivation to engage with writing
tasks. Participants emphasized that GBA's systematic framework improved their clarity
and coherence in writing, while iterative feedback processes supported ongoing skill
development. Despite these benefits, challenges such as grammar difficulties and language
barriers remain prevalent, underscoring the need for targeted interventions in these areas.
The study also highlights the importance of incorporating culturally responsive instruction
and designing writing tasks that mirror real-life scenarios to enhance student engagement
and relevance. These findings position GBA as a promising pedagogical tool, adaptable to
address diverse linguistic and contextual challenges in teaching writing.
Keywords: Genre-Based Approach, English Writing Skills, Paragraph Writing, Students'
Perspectives, Language Barriers, Feedback in Writing, Real-Life Writing Tasks.