Exploring EFL Learners’ Self-Efficacy in Academic Writing Based on Process-Genre Approach

Ying, Zhang

doi:10.5539/elt.v11n6p115

Cited by 27 publications

(47 citation statements)

References 41 publications

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“…The recent surge of interest in EFL writing leads researchers to investigate and develop approaches to improve and trace learners' writing development (Voon, 2007). To achieve a good command of linguistic knowledge and improve contextual knowledge, researchers (Pourdana & Behbahani, 2012;Yang & Sun, 2015;Zhang, 2018) advocate the use of the process genre approach. Arteaga-Lara (2017) argued that the process genre approach is the most practical approach that can be demonstratively adopted in writing courses.…”

Section: The Importance Of the Process Genre Approach And Caf Measuresmentioning

confidence: 99%

“…Finally, students are expected to produce their final draft in light of teachers' feedback. According to Zhang (2018), these steps enable students to concentrate on language, content and contexts. Moreover, this approach incorporates learner-centered learning that encourages effective communication between the teacher and students and which enables the teacher to identify learners' needs.…”

Section: Writing Approachesmentioning

confidence: 99%

“…Moreover, this approach incorporates learner-centered learning that encourages effective communication between the teacher and students and which enables the teacher to identify learners' needs. Zhang (2018) maintained that this way of working would contribute effectively to providing students with confidence and positive attitudes toward writing skills.…”

Section: Writing Approachesmentioning

confidence: 99%

“…By analyzing learners' essays, the findings supported the role of the process genre approach in improving EFL learners' writing. Additionally, Zhang (2018) investigated the change in EFL learners' levels of self-efficacy in process genre academic writing instruction. During a period of 14 weeks, 59 students participated in the study.…”

Section: Writing Approachesmentioning

confidence: 99%

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Determining the Effectiveness of the Process Genre Approach in Increasing and Decreasing Saudi EFL University Students’ Complexity, Accuracy, and Fluency in Reaction Essays

Alghizzi¹,

Alshahrani²

2020

IJEL

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This study investigates the level of effectiveness that the process genre approach has on increasing and decreasing Saudi advanced EFL undergraduates’ Complexity, Accuracy, and Fluency (CAF) in reaction writing. Sixteen level six participants were recruited from the College of Languages and Translation at Al-Imam Muhammad Ibn Saud Islamic University. All participants undertook a pre-test and a post-test on reaction writing. After collecting 32 essays, they were analyzed based on 55 indices of CAF, and then a Wilcoxon Signed-Rank Test was applied to compare each CAF construct/sub-construct measure’s mean in the pre-test with its mean in the post-test, and between the total mean of all measures for each CAF construct/sub-construct in the pre-test with their total means in the post-test. The findings showed that there were no significant total or partial impacts of the process genre approach on participants’ reaction essay syntactic complexity, lexical density, lexical sophistication, and fluency. However, the results indicated that there were only partial effects of the approach (across some measures) on participants’ reaction essay lexical variation and accuracy. Finally, the study yields several pedagogical implications and recommendations for EFL writing instructors, educators, and researchers.

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Section: The Importance Of the Process Genre Approach And Caf Measuresmentioning

confidence: 99%

Section: Writing Approachesmentioning

confidence: 99%

Section: Writing Approachesmentioning

confidence: 99%

Section: Writing Approachesmentioning

confidence: 99%

See 2 more Smart Citations

Determining the Effectiveness of the Process Genre Approach in Increasing and Decreasing Saudi EFL University Students’ Complexity, Accuracy, and Fluency in Reaction Essays

Alghizzi¹,

Alshahrani²

2020

IJEL

View full text Add to dashboard Cite

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“…Genre based learning emphasizes giving genre knowledge to students at the textual level. However, students are made passively and less attention is given to students' needs for basic writing skills and requirements for their language accuracy [39]. This model for teaching writing is presented as a challenging model for use in the classroom because "it refers to a pedagogy that involves examining and deconstructing examples of genre (text categories) [40].…”

Section: Caring Brave Honestmentioning

confidence: 99%

Design of Genre Based Learning Model Integrated in Literacy Activities and Character Strengthening for Middle School Students

Atmazaki¹,

Agustina²,

Abdurahman³

et al. 2019

Proceedings of the Proceedings of the 2nd International Conference on Language, Literature and Education, ICLLE 2019, 22-23 Aug

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Government policies regarding education continue to experience innovation to improve education. The policies are like curriculum changes, school literacy movements, and strengthening student character. However, integrating this into the learning process is not easy. Therefore, learning innovations are needed to overcome this. One of them is the development of learning models. The purpose of this study was to develop a genre based learning model design that integrated literacy activities and character strengthening for middle school students. This type of research is research and development. The learning model development process is carried out following the Plomp model (preminary research, prototyping phase, and assessment phase). The results of this study produce a prototype of a learning model consisting of build context, explore genres, building field knowledge, report reading, analyzing genre, constructing individual texts/groups, evaluation, presentation and reflection. The learning model that is designed in the category is very valid and can then be tested.

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Effects of EFL Learners’ L2 Writing Self-efficacy on Engagement with Written Corrective Feedback

Tsao

2021

Asia-Pacific Edu Res

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Research has indicated the integral role of selfefficacy in boosting learner engagement. Yet, little research on this issue has been conducted in the field of L2 writing. The purpose of this quantitative study is to explore how EFL learners' L2 writing self-efficacy affects the level of their engagement with teacher and peer written corrective feedback (WCF). A sample comprising 227 Taiwanese senior high school students completed two questionnaires: the learner engagement with written corrective feedback scale and the L2 learners' writing self-efficacy scale. The results showed that the participants self-reported a low-tomoderate level of L2 writing self-efficacy. In addition, when all three subtypes (i.e., ideation, conventions, and self-regulation) of L2 writing self-efficacy were taken into account, self-efficacy for writing self-regulation was the only variable with predictive power for learner engagement with teacher and peer written corrective feedback. The findings further our understanding of EFL learners' L2 writing self-efficacy and of the under-researched topic of the relationship between L2 writing self-efficacy and learner engagement with written corrective feedback.

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Exploring EFL Learners’ Self-Efficacy in Academic Writing Based on Process-Genre Approach

Cited by 27 publications

References 41 publications

Determining the Effectiveness of the Process Genre Approach in Increasing and Decreasing Saudi EFL University Students’ Complexity, Accuracy, and Fluency in Reaction Essays

Determining the Effectiveness of the Process Genre Approach in Increasing and Decreasing Saudi EFL University Students’ Complexity, Accuracy, and Fluency in Reaction Essays

Design of Genre Based Learning Model Integrated in Literacy Activities and Character Strengthening for Middle School Students

Effects of EFL Learners’ L2 Writing Self-efficacy on Engagement with Written Corrective Feedback

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