Genre-Based Writing Research Articles

Effects of Scaffolding in Genre-Based Writing Instructions on EFL Learners’ Writing Performance

Writing instructions have become one of the most regarded topics in the field of language teaching and learning when scholars found that SL/FL writing is believed to be a challenge for learners. To draw a fuller picture of the writing approach, writing instructions and its effects on EFL learners’ writing performance, this research was conducted to illustrate the areas of concern researchers have focused on regarding scaffolding in genre-based writing instruction. This research aimed to determine the effects of scaffolding in genre-based writing instruction on EFL learners’ writing performance. The second aim was to determine EFL learners’ attitudes toward using scaffolding in genre-based writing instruction on their writing test. This was an experimental study with one group of 34 participants. In this study, a combination of quantitative and qualitative data was utilized. The outcomes of the pre-test and post-test revealed that incorporating scaffolding in genre-based writing instruction significantly impacted EFL learners’ writing proficiency. Additionally, students responded to the writing instructions with a good attitude and greater confidence (M = 4.20). The study’s findings contributed to the present literature on scaffolding studies and genre-based writing instruction.

The Effects of a Combination of Genre Analysis and Genre-Based Writing Teaching on Enhancement of Thai EFL Learners’ Argumentative Writing Proficiency

The Effects of a Combination of Genre Analysis and Genre-Based Writing Teaching on Enhancement of Thai EFL Learners’ Argumentative Writing Proficiency

The Ability To Write Scientific Articles among University Students Views from Five Institutions in Indonesia

<div class="WordSection1"><p>The low ability to write scientific articles in students must be addressed immediately. This factor is increasingly prominent when the learning model used is not in accordance with the learning outcomes of the course. This research aims to measure the ability to write scientific articles of university students in Indonesia before and after the application of the Genre-Based Writing Model synthesized with Critical Literacy. A quantitative approach was used in this research with a quasi-experimental research method. The data sources of this research were students from four universities in Indonesia with a total of 144 students. The research data were the students' scientific articles. The data collection technique in this research was the test technique. Based on the results of the research, students' abilities before being treated with the Genre-Based Writing model synthesized with Critical Literacy were in the sufficient category, while after being treated with the model students' abilities were in the excellent category. In other words, there was a significant increase in students' ability to write scientific articles between before and after being treated with the Genre-Based Writing model synthesised with Critical Literacy.</p></div>

Analysis of Error Type and Feedback Efficacy on Genre-Based Writing: Narrative Writing*

The current study aims to analyze EFL learners' error types and teachers’ feedback efficacy in English narrative writing. 60 participants divided into two proficiency groups by TOEIC scores were asked to write each of two narrative essays in class and correct each language-form error in their drafts based on two kinds of feedback (explicitly coded and uncoded). Errors in each group’s drafts and revisions were statistically analyzed based on the error types and feedback methods. The findings of the study are as follows: 1) Overall learners’ writing accuracy and fluency analyzed by tokens and error rate after revision show a significant improvement. 2) Detailed error analysis on narrative writing indicates that in the draft, the error types related to verbs (particularly past tense) are more frequent than others, but in the revisions, the correction activity using feedback shows a positive effect on error types relevant to verbs, one of treatable errors. 3) Students with better English proficiency, given more explicit “coded” feedback, can significantly reduce error rates in both drafts and revisions. This suggests teachers to consider troublesome error types as well as feedback methods when giving error feedback to EFL writers.

Integrating Technology into Genre-based Writing Instruction for Multilingual Learners

Although L2 writing is an essential element in multilingual learners’ language and literacy development in K–12 schools, it is often underemphasized and overlooked in lieu of the greater emphasis placed on reading. This lack of focus warrants the need for more specific writing instruction in K–12 schooling, especially since it is through the development of writing skills that learners become better able to communicate and interact with others, achieve academic success and career advancement, and have access to increased opportunities within and outside of instructional settings. The achievement of these goals can be facilitated through the support of educators and the implementation of a genre-based pedagogy. In this article, we discuss how technology can be integrated into genre-based writing instruction, highlighting how different tools can be used at various points in time in both face-to-face and online environments. We also provide examples of tools that can facilitate the implementation of this writing pedagogy, based on research in elementary, secondary, and tertiary classrooms.

The Effects of Process Genre-Based Writing and Process Writing Approaches on Asian EFL Pre-University Students’ Writing Performance

This study investigated the effects of process genre-based writing (PGBW) and process writing (PW) approaches on 40 Asian EFL pre-university students’ academic writing performance in a pre-university writing course. The study employed a quasi-experimental research design by dividing the participants in two classes with equal number: 20 students in the process genre-based writing class consisting of 9 males and 11 females, and 20 students in the process writing class comprising 8 males and 12 females. Students’ writing performances were examined using a comparison of their pre- and post-test writing scores. Data analysis revealed that students in both groups showed significant increases in their post-test writing performance after engaging in the PGBW and PW activities; however, learners in the PGBW class obtained higher average mean scores in the post-test writing compared to their peers in the PW class. A significant difference in the overall mean scores for the PGBW and the PW groups after the interventions was at p-value < .05 (t (38) = 3.17, p = .003). These results suggest that the PGBW approach had a greater positive effect on students’ writing performance. Implications of these findings for implementation of the PGBW approach are discussed.

Learning Effect in a Multilingual Web-Based Argumentative Writing Instruction Model, Called ECM, on Metacognition, Rhetorical Moves, and Self-Efficacy for Scientific Purposes

The purpose of this study is to assess the learning effect of a multilingual web-based argumentative writing instruction model called the Ensayo Científico Multilingüe (ECM, Multilingual Scientific Essay) adapting the didactic model called Genre-based Writing Instruction (GBWI) in an experiment conducted over three months. For this purpose, a quasi-experimental research model was applied to 150 students in the experimental group and 150 in the control group, with two measurements, pre and post-test, for three dependent variables: (a) writing metacognition and its dimensions; (b) written argumentative self-efficacy; and (c) rhetorical moves and steps of an argumentative essay. The latter variable was measured by the content analysis method. Variables (a) and (b) were both measured with instruments validated in a population of 518 university students using structural equations. The findings demonstrate the positive effect of the ECM, which combines WBWI and GBWI in argumentative written learning in the students’ mother tongue in all variables measured, applying statistics such as the Shapiro–Wilk statistic, parametric contrast, and the Wilcoxon signed-rank test. In relation to the findings, with respect to the evaluated variables, it was discovered, specifically, that the rhetorical steps in which the students showed a significant improvement were innovations, quotes/research, definitions of concepts, refutations, definitive reasons, and bibliographical references. Likewise, the rhetorical steps that did not present significant differences following the application of the ECM were discovered, and they were: reason summary, formulation of premise, and reasons for. Furthermore, it can be stated that for the ECM there was an increase, above all, in awareness of the following metacognitive dimensions: (a) writing self-regulation; (b) writing planning; and (c) writing revision, as well as argumentative self-efficacy. The novelties of this research with respect to the precedents reside in that it offers valid and concrete results on the effect of a multilingual web design integrated into a well-defined didactic model of argumentative writing on writing metacognition and its dimensions, argumentative structuring and its rhetorical steps, and argumentative self-efficacy. The related studies consider only some of these variables, but not all of them together or their complexity. These results have allowed us to establish specific didactic–technological proposals for improving the ECM that are transferable to didactic designs to guide written argumentation at higher academic levels using multilingual web technologies and integrating the metacognitive, behavioral, and motivational dimensions of writing.

장르 중심 쓰기 지도가 영어 학습자의 쓰기 능력에 미치는 영향: 메타분석

장르 중심 쓰기 지도가 영어 학습자의 쓰기 능력에 미치는 영향: 메타분석

A Typical Instrument for Assessing the Genre-Based Writing

Recently, it is a fact that the genre-based writing English Curriculum in Indonesia either in high or higher education has been implemented for years. Unfortunately, it seems that the student’s writing is not assessed in accordance to the nature of genre based writing itself yet. As a matter of fact, assessment plays important role to success of teaching and learning. A proper assessment instrument leads to the valid and reliable learning achievement or otherwise. In terms of genre based writing, as a typical approach to teaching and learning writing also needs the assessment instrument meeting the nature of the genre based writing itself. This paper is aiming at providing a preliminary understanding and sights of typical instrument for assessing the genre based writing.

Navigating Genre-based Writing Model for Academic Purposes

Navigating Genre-based Writing Model for Academic Purposes

Analysis of Student Attitudes to Develop a Self-Assessment Model of Genre-Based Writing Class

This research aimed to develop learners’ autonomy in English as Foreign Language (EFL) writing class, in particular, it was applying self-assessment. It enabled learners to raise their awareness in learning and to improve the goal orientation. The research also helped teachers to reduce their burdens of assessment and entailed a long-term effect on the learner’s autonomy. The objective of this research was to figure out student attitudes in developing a self-assessment model of genre-based writing class. Quantitative and qualitative analysis were utilized to draw the findings of this research. It was conducted at the English Education Department, Faculty of Teacher Training, Pancasakti University in the even semester of the academic year 2016/2017. The data were collected from a questionnaire, classroom observation, and focus group discussions. The results of this research present students’ problems, perceptions, and needs toward the teaching and learning process of genre-based writing classes attended as preliminary research to develop a self-assessment model of EFL writing.

SFL Genre-Based Writing Instruction: Expository Essay in EFL

The development of writing ability in EFL tertiary level college students depends on multicomponent elements. The body of genre research can shed light on the development of L2 writing in both an ESL and EFL context because teaching genre knowledge can also provide L2 writers with some sense of what they write, to whom they write, and for what purpose. As a result, genre-based writing instructions can benefit L2 student writers, especially in an EFL context, and help to build sufficient genre knowledge so they can then apply it to their own written contexts. The current study draws upon the notion of Systemic Functional Linguistics (SFL), which views language as a meaning making potential within a specific cultural context rather than a set of fixed rules or structures, and investigates how the genre-based approach framed by SFL can increase the expository writing skill of EFL students. This study was conducted in a Korean university with 80 second -year college students Data collection relies on written text data of the students. A paired-samples-t-test and mixed ANOVA were computed in SPSS for findings of the current study, revealing that SFL genre based writing instruction was more effective than a conventional bottom-up writing method in terms of improving expository writing quality of the EFL tertiary level college students. (Mokwon University)

Teaching Primary English Literacy Through Genre-Based Writing Using Picture Book Biographies

Teaching Primary English Literacy Through Genre-Based Writing Using Picture Book Biographies

The Effectiveness of Pre-Service English Teachers’ Collaborative Genre-Based Writing Feedback

This study investigated the collaborative genre-based effectiveness among the pre-service English teachers (PSETs). Data collection used the genre-based writing feedback observation upon its reflection and instruction and need analysis questionnaire. The data analysis used multivariate statistics method to generalize the writing tests. The findings show that the PSETs’ feedback supported the interaction, accountability, and interdependence. These aspects are due to the collaborative participation in groups, in which the PSETs work with the flexibility, entirely performed the quality, and contributed in positive attitude during the meetings and assignments. The feedback emphasiz the learning improvement within the formative reflection through the general linear model (GLM) repeated measures analysis, where F=6,114 and p<0,01. This study concludes that the collaborative genre-based writing feedback has the positive response from the PSETs. The determinant ranges gains in between 85% to 90% after a series of genre-based writing lectures were conducted.

Building Teacher's Pedagogical Competence and Teaching Improvement through Lesson Study

Teachers’ competence in managing the classroom becomes a significant factor in the students’ comprehension, and further, in developing their competence. This study was aimed to observe and give the evidence of the use lesson study in helping the teacher to have the other’s perspective, especially in the process of teaching to strengthen their strategies and classroom management. By applying action research through plan, do, and reflective phases, lesson study was able to foster significant teaching skill to develop the quality of teaching and learning. The average of teachers’ pedagogical competence for Language Testing Administration (LTA) was 3.33 and 2.84 for Genre Based Writing (GBW) from three cycles. The improvement of teachers’ pedagogical competence was based on their decision in adjusting the material and approach to implement a meaningful learning. It proved that students’ motivation could be optimally stimulated in joining the classroom. However, the students’ perception of teachers’ pedagogical competence was also increasing. It was believed that it was a part of teaching improvement. Therefore, it is recommended to implement lesson study for improving the quality of learning especially for its process.

Building Teacher’s Pedagogical Competence and Teaching Improvement through Lesson Study

Teachers’ competence in managing the classroom becomes a significant factor in the students’ comprehension, and further, in developing their competence. This study was aimed to observe and give the evidence of the use lesson study in helping the teacher to have the other’s perspective, especially in the process of teaching to strengthen their strategies and classroom management. By applying action research through plan, do, and reflective phases, lesson study was able to foster significant teaching skill to develop the quality of teaching and learning. The average of teachers’ pedagogical competence for Language Testing Administration (LTA) was 3.33 and 2.84 for Genre Based Writing (GBW) from three cycles. The improvement of teachers’ pedagogical competence was based on their decision in adjusting the material and approach to implement a meaningful learning. It proved that students’ motivation could be optimally stimulated in joining the classroom. However, the students’ perception of teachers’ pedagogical competence was also increasing. It was believed that it was a part of teaching improvement. Therefore, it is recommended to implement lesson study for improving the quality of learning especially for its process.

The Effects of Genre-Based Writing on Secondary School EFL Learners

The Effects of Genre-Based Writing on Secondary School EFL Learners

ONE STAY THREE STRAY: STRATEGI MENINGKATKAN KETRAMPILAN MENULIS JENIS TEKS EKSPOSISI DALAM PEMBELAJARAN GENRE-BASED WRITING

This is a classroom action research within the context of cooperative learning, which is conducted to investigate how exposition texts are developed through One Stay Three Stray strategy, and how One Stay Three Stray strategy can change students’ positive attitude in writing exposition texts. The study was done towards a class of Genre-based Writing in English Department of Semarang State University. The main goal of this study is to help students improve the way how to communicate their ideas through texts they develop. The problems which the writer deals with to uncover the above phenomena are: (1) How can One Stay Three Stray strategy help students in solving problems dealing with writing and developing their ideas in writing exposition texts? And (2) how does One Stay Three Stray strategy change students’ positive attitude to achieve the goals of the Genre-based Writing Subject, especially in achieving the goal of writing exposition texts? Based on the result of the research, it is found that there is a positive impact on the use of One Stay Three Stray strategy on the teaching and learning process of exposition texts. This can be seen on the result of the evaluation of the process and of the composition produced by students during the research. The students’ writings from the four cycles improve significantly.

A study of Genre-Based Writing Environmental Instructional Model Development

A study of Genre-Based Writing Environmental Instructional Model Development

The future of genre in L2 writing: Fundamental, but contested, instructional decisions

In this essay, the author explores four fundamental, but contested topics in Genre-based Writing Instruction (GBWI) about which decisions must be made as curricula are developed. Drawing from the three major genre traditions ( Hyon, 1996), the author examines the contested topics ( naming, awareness/ acquisition, pedagogical focus, and ideology) and suggests compromises for L2 practitioners who adopt a genre-based approach.