Argumentation Across L1 and L2: Examination of Three Instructional Treatments of Genre-based Approach to Teaching Writing

Khodabandeh, Farzaneh

doi:10.1016/j.sbspro.2014.03.506

Cited by 6 publications

(6 citation statements)

References 10 publications

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“…The findings showed that there was not a common rhetorical structure in the PSs sections of the samples of the current study which shows a lack and deficiency in creating this section rhetorically by the Iranian EFL MA postgraduate students. The finding also supports Khodabandeh's (2014) statement that there is no explicit rhetorical structure to learn how to write an appropriate PS in the Iranian Educational curriculum. This lack of explicit rhetorical structure increases the differences among produced genres.…”

Section: Linearsupporting

confidence: 79%

“…In recent years, there has been an increasing interest to compare the rhetorical structure of texts written by EFL writers and native writers (Afshar & Ranjbar, 2017;Loi & Evans, 2010;Ozturk, 2007;Sheldon, 2011;Validi et al, 2016). There are also studies on Iranian EFL postgraduate students' writing abilities in academic settings (Gol & Rashid, 2013;Karimnia, 2013;Khodabandeh, 2014;Namvar et al, 2012). A majority of contrastive research has emphasized Iranian students' difficulties in academic writing.…”

Section: Literature Reviewmentioning

confidence: 99%

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Rhetorical structure in the problem statement section of Iranian postgraduate students' research projects

Tarvirdizdeh

Nimehchisalem

2021

SiELE

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This paper reports the results of a study that investigated the structure of the Problem Statement (PS) section, following Swales’ (1990) Create-A-Research-Space (CARS) model as the first objective. Move analysis was used to analyze the rhetorical moves of the PS sections of the research projects. The second objective was the identification of the specific types of linguistic features associated with each move and step based on Pho’s (2013) classification. Following Pho (2013), the linguistic features as important signals of moves were identified. For this purpose, 30 research projects written by Iranian master’s students were purposively selected. The findings showed that the obligatory moves were Moves 1 ‘Establishing a Territory’ and 2 ‘Establishing a Niche’. All moves and steps were identified linguistically although their sequence and arrangement were not the same as what was anticipated by the model. Although the cyclic and embedded moves were defined in the rhetorical structure of the PSs, most of them were anomalous or ill-structured. The study has theoretical contributions, the most significant one of which is that the CARS model is applicable to define and analyze the rhetorical structure of the PS section.

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Section: Linearsupporting

confidence: 79%

Section: Literature Reviewmentioning

confidence: 99%

Rhetorical structure in the problem statement section of Iranian postgraduate students' research projects

Tarvirdizdeh

Nimehchisalem

2021

SiELE

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“…They could help Iranian EFL students become aware of their own weaknesses while helping their supervisors support them in coping with their difficulties (Khodabandeh, 2014). In this regard, Metoyer-Duran and Hernon (1994) pointed out nine attributes for a well-structured PS, including:…”

Section: Resultsmentioning

confidence: 99%

Rhetorical Moves in Problem Statement Section of Iranian EFL Postgraduate Students' Theses

2016

ALLS

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The Problem Statement (PS) section of a thesis, usually a subsection of the first chapter, is supposed to justify the objectives of the study. Postgraduate students are often ignorant of the rhetorical moves that they are expected to make in their PS. This descriptive study aimed to explore the rhetorical moves of the PS in Iranian master's (MA) degree theses. The study focused on 30 PSs written by MA Teaching English as a Foreign Language (TEFL) students. The samples were analyzed based on Swales' (1990) Create-a-research-space (CARS) model. The findings revealed the students' flaws in writing the PS where they typically presented the significance of their study. The results of the analysis of their written samples also showed that some of the students failed to address a problem as an academic issue based on the existing gap in the previous studies and failed to recommend ways to solve the problem. Students' awareness of the rhetorical structure of the PS may help them create higher-quality works in academic settings. This study has theoretical and pedagogical implications, a discussion of which concludes the paper.

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“…Studies done by Nueva (2016) and Khodabandeh (2014) also suggested that the genre-based approach had a larger impact on students as compared to other existing approaches. Nueva (2016) conducted a quasi-experimental study in the Philippines on 80 students by comparing the genre-based and process-based approaches on students' performance in writing news articles for a semester.…”

Section: Past Studies Of Genre-based Approachmentioning

confidence: 97%

“…Results showed that students who were exposed to genre instruction demonstrated more improvement than the process-based approach. In Iran, Khodabandeh (2014) performed a similar study on 79 students, identifying whether the awareness of the argumentative genre could be achieved by explicit, implicit (control), and no-instruction (selfstudy) genre approaches. It was found that students who received explicit genre instruction outperformed the other groups.…”

Section: Past Studies Of Genre-based Approachmentioning

confidence: 99%

The Effect of a Genre-Based Pedagogical Approach on Orang Asli Students’ Efl Writing Performance

Ganapathy

Kaur

Jamal

et al. 2022

Malaysian Journal of Learning and Instruction

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Purpose – In the 21st century, the importance of having good English proficiency in Malaysia and globally has impacted educators, especially in terms of their pedagogical practices. Although students are exposed to 11 years of English language instruction in Malaysia, Orang Asli students still possess low English proficiency and poor writing skills. This study aims to determine the extent to which the genre-based pedagogical approach is able to improve Orang Asli students’ English as a foreign language (EFL) writing performance and analyse their responses in using the genre-based pedagogical approach as a framework to improve their EFL writing performance. Methodology – This quasi-experimental study included 78 students from a secondary school in Pahang, Malaysia. Participants were assigned to the experimental and control groups (N=39) to generate students’ pretest and posttest scores. Quantitative data from the students’ questionnaire were also triangulated with qualitative data from the focus group discussions with the experimental group. Findings – The approach was effective in improving students’ descriptive writing and had a more significant effect than the mainstream process-based approach. Students reacted positively to the approach as they found it useful in improving their writing skills, which correlated with their improved test scores. Therefore, the genre-based pedagogical framework can be further enhanced by incorporating more grammar-related activities to meet the learning needs of Orang Asli students lacking in EFL writing skills. Significance – The novelty of this study is that the framework has the potential to be implemented in Malaysian secondary schools and other indigenous’ educational contexts. Furthermore, this study can be a point of reference to stakeholders, English language teaching (ELT) practitioners and educators in terms of advocating a genre-based pedagogical approach in an EFL context.

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Argumentation Across L1 and L2: Examination of Three Instructional Treatments of Genre-based Approach to Teaching Writing

Cited by 6 publications

References 10 publications

Rhetorical structure in the problem statement section of Iranian postgraduate students' research projects

Rhetorical structure in the problem statement section of Iranian postgraduate students' research projects

Rhetorical Moves in Problem Statement Section of Iranian EFL Postgraduate Students' Theses

The Effect of a Genre-Based Pedagogical Approach on Orang Asli Students’ Efl Writing Performance

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