Enhancing Written Communication Skills Through Genre-Based Instruction in Nigerian Polytechnics: A Study in Delta State

This study examines the effectiveness of genre-based instruction in enhancing written communication skills among National Diploma students at the Delta State Polytechnic, Ozoro, South South Nigeria. Communication skills deficiencies among polytechnic students are frequently cited by employers as a significant workforce development concern, yet the application of genre pedagogy to this educational level has not been formally evaluated in the Nigerian context. The study employs a quasi-experimental design with pre-test and post-test measures. A sample of 120 first-year students was divided into an experimental group receiving genre-based writing instruction and a control group receiving conventional grammar-focused writing instruction over a twelve-week period. Pre-test and post-test essays were scored using an analytical writing rubric covering task achievement, genre awareness, coherence, and language accuracy. Statistical analysis using paired samples t-tests revealed a significantly greater improvement in the experimental group across all four rubric dimensions, with the largest gains in genre awareness and task achievement. Qualitative feedback from students in the experimental group indicated increased confidence in identifying audience, purpose, and structural conventions for workplace writing genres. The research contributes to applied linguistics pedagogy in Nigerian vocational education and recommends the adoption of genre-based writing instruction as a standard component of polytechnic communication skills curricula. Keywords: genre-based instruction, writing skills, polytechnic, Delta State, communication pedagogy.