An English for Research Publication Purposes Course: Gains, Challenges, and Perceptions

Abstract

Academic writing for scholars wanting to publish in English has gained considerable research attention in academic writing circles. This article reports the findings of a case study on the gains, challenges, and perceptions about writing in English that a group of scholars had while taking an academic writing course. Two questionnaires, an in-depth interview, and a teacher-researcher’s journal were used for data collection. The findings emphasize gains emerging from genre-based pedagogy as a holistic approach to academic writing and usefulness of teaching strategies for writing. The study reports time, discipline, and language proficiency as challenges to overcome. Finally, the participants report differing views towards peer feedback and a predominantly positive perception of English as the language for scientific writing.

Triple Method Approach to Development of a Genre-Based Approach to Teaching ESL/EFL Writing: A Systematic Literature Review by Bibliometric, Content, and Scientometric Analyses

“…Of the 54 selected articles, 12 employed qualitative research methods to investigate perspectives of teachers, students, or both (Abdel-Malek, 2019; Almacıoğlu & Okan, 2018; Andre & Schneider, 2004; Giraldo, 2019; Heron & Corradini, 2020; Kindenberg, 2022; Mingsakoon & Srinon, 2018; Mizumoto et al, 2017; Negretti, 2021; Negretti & McGrath, 2018; Tribble, 2017; Xeketwana, 2018). As research methods, the majority of these studies employed semi-structured interviews or focus group discussions.…”

“…Very few concentrated on secondary or senior high schools (Mauludin, 2020). Additionally, some focused on teachers’ perspectives (Abdel-Malek, 2019; Shi et al, 2017; Tribble, 2017), including one that investigated professor–researchers’ perspectives on the GBA’s effectiveness in writing pedagogy at a Colombian state university (Giraldo, 2019) (details in Appendix A). Participant analyses indicate that most were tertiary students; moreover, some research focused on master’s and doctoral students, thereby indicating that the GBA is now widely used in teaching writing courses in higher education.…”

“…One study focused on the paragraph level, particularly, introductions to research articles (Khaw & Tan, 2020). For this SLR, regarding the types of genres studied in these selected articles, we employed the classification of classroom genres proposed by Derewianka (2003): recounts (Abdel-Malek, 2020; Allen & Paesani, 2022; Crane & Malloy, 2021; de Oliveira & Lan, 2014; Donthu et al, 2021; Kindenberg, 2022; Mingsakoon & Srinon, 2018), research articles (Dong & Lu, 2020; Giraldo, 2019; Hasan, 1996; Li & Flowerdew, 2020; Mizumoto et al, 2017; Morell & Pastor Cesteros, 2019; Negretti, 2021; Negretti & McGrath, 2018; Zhang, 2018), narratives (Mauludin, 2020), expositions (Kongpetch, 2006), and some others, for instance, emails and letters (Changpueng, 2012; Truong, 2017), university application letters (Myskow & Gordon, 2009), critical literacy (Guerra-Lyons & Mendinueta, 2020), professional reflective writing (Heron & Corradini, 2020; Pérez-Llantada, 2018; Read & Michaud, 2015), research grant proposals (Flowerdew, 2016), and testing purposes (Shi et al, 2017) (details in Appendix A).…”

“…Now it is popular in language teaching and learning (Martin, 1992; McKnight, 2020; Zhang & Zhang, 2021), primarily in language education (Derewianka, 2003; Negretti, 2021). Some researchers have also employed genre-based pedagogy in studies on teaching writing in diverse discourses and on the effects of using a genre-based approach (GBA) to increase students’ genre awareness (Carstens, 2009; Dong & Lu, 2020; Flowerdew, 2016; Giraldo, 2019; Guerra-Lyons & Mendinueta, 2020; Kuiper et al, 2017; Morell & Pastor Cesteros, 2019; Negretti, 2021; Tribble, 2017; Truong, 2017; Ye, 2020). Therefore, research on development of a GBAs to writing pedagogy may enhance students’ English writing performance to the benefit of their development in English writing.…”

Genre Awareness in Teaching Writing: A Case Study of Public High School Teachers in Nepal

“…The study employs a genre-based approach to explore how L2 instructors are familiar with different writing strategies in teaching L2 writing (Carstens, 2009;Giraldo, 2019;& Dong & Lu, 2020). Based on this purpose, we assume that the L2 instructors should possess a deep understanding of the practical use of genres, which can effectively heighten students' writing skills by cultivating their awareness of various genres (Yasuda, 2011).…”