Implementing a genre-based approach in teaching argumentative writing to third-year English majors at Dong Nai University

This study is an additional endeavor to re-emphasize the impact of the systemic functional linguistic genre-based approach (SFL GBA) on teaching English argumentative genres to the third-year English majors, batch 11, at Dong Nai University’s faculty of foreign languages, both in terms of their improved written performances and positive perceptions towards the teaching-learning cycle (TLC).