Enhancing genre instruction on research proposal introductions with an online academic writing tutor

Abstract

This study explored the efficacy of a four-module online resource—The Online Academic Writing (OAW) tutor—for enhancing classroom genre instruction in an undergraduate course on research proposal writing for novice L2 writers. The Introduction drafts of two groups of 21 students were compared. The main difference between the groups was that the OAW group used the tutor as an out-of-class complement to classroom instruction while the non-OAW did not. The tutor’s online tracker established that the OAW group made multiple attempts at language and comprehension check activities, suggesting their high motivation and commitment to mastering online content. The results indicated that classroom instruction promoted the acquisition of genre-related discoursal elements (also known as moves/steps) as both groups were equally able to use and sequence these elements appropriately in their research proposal Introductions after instruction. Yet, the OAW group outperformed the non-OAW group with respect to lexical and grammatical accuracy. The higher quality of the Introductions written by the OAW group suggested that the tutor was effective in supporting genre instruction on research proposal Introductions via self-paced and self-directed learning activities. This finding underscores the potential of interactive online resources for enhancing L2 genre instruction via autonomous learning activities.