Main Article Content
The current study aimed at developing EFL writing performance of Al-Azhar University Students via reading comprehension genre-based instruction. The participants of the study consisted of sixty girls drawn from the first year Humanities Students, Foreign Languages and Simultaneous Interpretation College, AL-Azhar University. Following the quasi-experimental design, the girls were divided into two groups; a treatment group (n= 30) and a non-treatment group (n=30). In order to achieve the purpose of the study, the researcher designed the study instruments: an EFL writing performance test and a rubric to score the test and they were validated by the jury members. Then a program of twenty sessions grounded on reading comprehension genre-based instruction that was integrated into teaching writing was designed and administered to the treatment group whereas the non-treatment group received their regular instruction. The EFL writing performance test was pre- and post-administered to both the treatment and the non-treatment groups. Results of the study indicated that the treatment group outperformed the non-treatment group in their EFL writing performance. Findings of the current study provided evidence that reading comprehension genre-based instruction had a positive effect on EFL writing performance of the treatment group. Finally, some recommendations and suggestions for further research were provided.