Résumé:
Writing is one of the most difficult skills that foreign language learners may encounter. Consequently, university students tend to avoid engaging in its activities due to apprehension. To overcome this obstacle, implementing an effective instructional practice of writing is crucial. Genre-based instruction in writing has been gaining attention from scholars. In this regard, the present study aims to investigate the effect of implementing genre-based writing instruction on students to achieve writing development and reduce writing apprehension. In this context, it was hypothesized that the implementation of genre-based instruction helps improve writing skills and reduce writing apprehension. To test this hypothesis, a quasi-experimental design was conducted on one group of second-year students of English at Mohammed Seddik Ben Yahia University, Jijel, Accordingly, instruments of research included classroom observation; pre-writing apprehension test; pre-test, systemic functional (SF) genre-based writing treatment, post-test design; and post writing apprehension test
