The Effect of Genre-based Instruction of Humorous Narrative Texts on Iranian EFL Learners’ Writing Performance

Rezvani, Payman

doi:10.14744/alrj.2019.74946

Cited by 7 publications

(10 citation statements)

References 11 publications

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“…This study highlighted the beneficiary impact of genre-based writing instruction in an EFL classroom. However, the findings of studies conducted by Rezvani (2019) and Sumekto (2017) lay more emphasis on the psychological impacts of GBI of writing, indicating that the collaborative genre-based instruction of writing can boost the quality of writing due to the teachers' feedback in three genre text types such as recounts, narrative, and descriptive paragraph writing. Moreover, the nuts and bolts of GBI of writing might unleash the students from the various psychological factors and give them sufficient self-confidence to write on their own.…”

Section: Discussionmentioning

confidence: 99%

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

Mohseni

2021

Vis. J. Lang. Foreign Lang. Learn.

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The history of teaching writing skills includes different methods and approaches. English language learners should be equipped to dominate particular genres to write for specific settings. However, the idea of using Genre-based instruction of writing in non-native speaking countries has empirically received scant attention. This study aimed to investigate the impact of GBI on writing skills. Genres in focus are Argumentative, Discussion, Explanation, and Exposition. This study used a quasi-experimental design. Fifty-one male students majoring in aviation courses in civil aviation technology of Tehran with an intermediate level of proficiency were assigned to experimental and control groups. The author examined their proficiency by Michigan English language assessment Battery (MELAB test) and tested their writing skills by administering a writing test of TOEFL iBT 2008. The control group enjoyed traditional teaching of writing and the experimental group was taught explicitly through the GBI method based on a lesson plan proposal. Four pre- and posttests were taken to check the writing GBI progress. Independent sample t-tests revealed that the writing GBI could significantly improve the coherence, cohesion, and organization of writing. This study can benefit EFL practitioners by shedding light on how we can implement GBI of writing in an authentic classroom situation.

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Section: Discussionmentioning

confidence: 99%

“…Moreover, the study by Rezvani et al (2019), which investigated the efficacy of the genrebased approach on Iranian EFL learners` motivation for writing, revealed the significant effects and usefulness of this kind of instruction for applied linguistic syllabus designers and ELT practitioners.…”

Section: │ 119mentioning

confidence: 99%

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

Mohseni

2021

Vis. J. Lang. Foreign Lang. Learn.

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“…This approach encouraged the technique of awareness-raising to facilitate the irksome task of writing. This theory was supported by many scholars and they agreed on its paramount importance to improve writing skill (Dirgeyasa, 2016;Firkins et al, 2007;Rezvani & Saeidi, 2019). In a context in which genre-based approaches are employed, the learners might use that acquired knowledge of genre in one language to write a better composition in another language (Cummins, 2000).…”

Section: Genre-based Approachmentioning

confidence: 91%

“…On the pros of genre-based approach, Huang and Zhang (2019) also indicated that this approach towards L2 wiring instruction caused improvements in their Chinese participants' writing performance in terms of language use, mechanics, content, organization, and vocabulary. Another piece of research conducted in the same context as the present study, i.e., Iran, was by Rezvani and Saeidi (2019). Their focus was on the impacts of genre pedagogy on Iranian EFL learners' motivation level for writing an essay.…”

Section: Genre and Writing Skillmentioning

confidence: 99%

A Single or Separate Entities? A Genre-Based Investigation Into the Correspondence Between L1 and L2 Writing Skills

Safavi

Sadighi

Bagheri

et al. 2022

tpls

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Reflecting one of the state-of-the-art issues in SLA, this study aimed at inspecting the correspondence between Persian and English writing skills to see whether or not they emerged from a single entity called multi-competence (Cook, 1991, 2016). Besides, the impact of genre on Persian and English writing skills was examined to explore if the skills and their possible source were genre-sensitive or not. In so doing, 50 MA TEFL students, at the intermediate level of language proficiency, were selected through Oxford quick placement test. Each student wrote down four argumentative and descriptive compositions: two in Persian and two in English. Then the compositions were evaluated based on the criteria of IELTS task 2 writing scoring scale. To analyze the obtained data, Pearson product-moment correlations and one-way repeated measures ANOVAs were employed. The findings illustrated that there were significant correlations between Persian and English argumentative and descriptive compositions, which supported the possible existence of the single entity, multi-competence. The findings also displayed that genre affected the participants’ L1 and L2 writing skills, implying that the skills and their source, multi-competence, were possibly influenced by genre. Based on the findings, it is recommended that L1 writing instruction be included in L2 writing courses as they are inter-dependent and can help each other’s amelioration. It is also suggested that a genre-based approach be utilized in L2 writing instruction to enhance the students’ awareness over the building blocks of each genre.

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“…by applying GBA with the TLC(Tsou & Lin, 2013), or on improvements in both universal structure and lexico-grammatical features of speci c genre essays(Tuan, 2011;Wang, 2013;Nagao, 2018;Rezvani & Saeidi, 2019). Students have predominantly recognized the necessity and usefulness of applying TLC in learning a speci c genre(Tuan, 2011), and the genre-based methodology had signi cant effects on EFL learners' motivation to write(Rezvani & Saeidi, 2019).…”

mentioning

confidence: 99%

Using a Genre-Based Approach to Raise College Students’ Awareness and Use of Discourse Markers to Improve Discourse Competence in Oral Communication

Pan

2022

Preprint

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This study explored college students’ knowledge of discourse markers (DMs hereinafter) and the development in raising their awareness of discourse competence by adopting a genre-based approach (GBA hereinafter) to eliminate students’ inappropriate use of certain DMs. The participants were 28 freshman students with an English proficiency at the CEFR B2 level. A pre- and post-test design was employed to measure students’ use of DMs in speaking before and after the GBA intervention in written and spoken discourse. The results showed a statistically significant increase in the students’ frequencies and varieties of DMs in the post-test. The study concluded that teaching DMs through GBA raised the students’ metalinguistic awareness of using DMs in different genres and enhanced their ability to engage in coherent and cohesive discourse. The outcomes suggested that applying GBA to teach DMs helps students transfer receptive skills into productive skills used to express their thoughts orally.

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The Effect of Genre-based Instruction of Humorous Narrative Texts on Iranian EFL Learners’ Writing Performance

Cited by 7 publications

References 11 publications

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

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

A Single or Separate Entities? A Genre-Based Investigation Into the Correspondence Between L1 and L2 Writing Skills

Using a Genre-Based Approach to Raise College Students’ Awareness and Use of Discourse Markers to Improve Discourse Competence in Oral Communication

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