Abstract

This study examines the development and evaluates the effectiveness of an academic model that integrates Process Genre and Task-Based approaches to enhance Thai undergraduate students’ academic reading and writing skills. Recognizing persistent challenges in English academic literacy, particularly in reading and writing, this study employed a hybrid instructional model designed to mirror real-world academic tasks, using IELTS-based assessments to measure proficiency gains. The intervention was implemented among 31 second-year students majoring in Teaching Chinese as a Foreign Language. A pre-test/post-test design demonstrated significant improvement in both reading and writing skills, with the mean reading score increasing from 19.83 (S.D. = 4.94) to 29.74 (S.D. = 3.38) and a large effect size (Cohen’s d = 3.38) and writing scores from 21.59 (S.D. = 5.44) to 29.33 (S.D. = 3.26) with an effect size (Cohen’s d = 3.05). The average reading and writing scores reached IELTS Band 7.0. Participants reported high satisfaction across all measured dimensions, indicating strong engagement and perceived value. Qualitative data from instructor interviews corroborated these findings, highlighting challenges such as vocabulary limitations and structural weaknesses, and underscoring the benefits of structured feedback and explicit strategy instruction. The study concludes that the integrated model effectively promotes academic literacy and offers a scalable solution for EFL contexts.

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