Genre-Based Approach to Writing Instruction for Students at an English Language and Literature Department

Abstract

The aim of the genre-based pedagogy is to focus on students' academic needs and enable them to read and write successfully (Martin, 1993, 2009). Therefore, it is imperative for teachers to understand the range of written genres and other writing skills that students need to use in their academic studies. This study has aimed to design an alternative and effective way of teaching writing to English Language and Literature students within the genre-based pedagogy considering their academic needs. The present study attempts to investigate the process of building metacognitive genre-awareness and show how it influences English Language and Literature students' ability to interpret and compose academic texts. The present study is designed as a case study, and mixed methods of data collection and analysis have been adopted. Several sources of data coming from both the teacher herself and the students such as classroom observation and teacher's journal, students' written texts (portfolios), students' diaries and interview with students have been used to have a deeper understanding of the process of genre-based writing instruction. The results of the study indicate that most of the students acquired, at least, metacognitive awareness of the declarative type, they seem to move their writing ability up and there is a general improvement in their writing performance.

Integrating Technology into Genre-based Writing Instruction for Multilingual Learners

“…Findings revealed that not only did students' writing performance improve but their attitudes toward writing also changed. Students showed more self-confidence and positive attitudes toward writing, and their essay scores increased (Almacıoğlu & Okan, 2018). Similar results were also found in Thailand, where the TLC was applied to support the development of writing competence of 44 Thai university students.…”

“…Genre-based approaches emphasize that writing pedagogies should provide students with explicit and systematic explanations of how language works in social contexts (Hyland, 2003;Martin, 2009;Rusinovci, 2015). Additionally, they help to improve students' ability to understand and produce texts (Almacıoğlu & Okan, 2018;Luu, 2011) in a cohesive and purposeful manner (Luu, 2011). One approach within genre-based pedagogies is informed by systemic-functional linguistics (SFL), which is the one we address in this article.…”

Dealing with english writing skills: Through the eyes of vocational students

“…It is a requirement to implement students centered teaching activities since writing is a process. In addition, the Genre-based approach (GBA), which is capable of being utilized since it concentrates on the generic structure of the text throughout the stage of modeling text (MoT), can be utilized [39], [40]. Teachers provide students with examples of texts to examine the social function, generic structures, and language features during the MoT stage.…”

The Impact of Genre-Based Instruction on Iranian Intermediate EFL Learners’ Writing Skills

“…In another case study, Almacıoğlu and Okan (2018) highlighted the process of building metacognitive genre awareness and influencing ELLs in the English language and literature department to compose and interpret academic text professionally. The study results showed that the participants' writing ability improved and that they acquired a metacognitive awareness, at least in the declarative type of writing.…”