The Effects of Genre-Based Instruction and Genre-Focused Feedback on L2 Writing Performance

Uzun, Kutay; Topkaya, Ece Zehir

doi:10.1080/10573569.2019.1661317

Cited by 18 publications

(13 citation statements)

References 54 publications

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“…Today, many experts suggest that English writing skill needs to be taught using socio-cultural paradigm as informed by Lantolf and Thorne, 2006;Turuk, 2008;and Vygotsky (1978). In this way, students are expected to be engaged in the process of knowledge and skill construction as offered by genre-based instruction in terms of English writing instruction (Morganna, 2017b;Uzun & Topkaya, 2019;Worden, 2018).…”

Section: Discussionmentioning

confidence: 99%

Error Analysis of English Sentence Structure in Students’ Written Paragraphs

Sundari

Hidayah

Edy

et al. 2021

Engl. Franca acad. j. of Engl. lang. and educ.

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This research aimed to find out the types of sentence structure errors in English paragraphs written by tertiary English students and the factors causing the errors. This research employed an explanatory mixed-method design. Fourth-semester students from the English department of IAIN Curup were engaged as the subjects of this research. Positivism-governed document analyses and constructivism-based interviews were conducted to solicit the data as desired. The quantitative findings garnered from document analyses endorsing a ready-to-use construct proposed by Dulay, Burt, and Krashen (1982), revealed that there were four types of sentence structure errors students made, namely omission, addition, misformation, and misordering. Those types of errors were exhibited in a proximate composition which meant that the students had compatible difficulties in terms of the four types of errors. As uncovered from students' writing works, the four types of errors were found in the domains of words, phrases, and clauses. Subsequently, the qualitative findings, elicited from interviews, demonstrated that the factors of sentence structure errors extended to students' mother tongue interference, overgeneralization in the use of English rules and norms, and the lecturer's teaching material delivery and method. Anchored in the data gained, this research discussed the data from the perspective of interlanguage theory, wherein some reviews of SLA and EFL pedagogy-related theories were offered to help lower the factors causing English sentence structure errors in writing skills. Keywords: Errors, Sentence Structure, English writing skill

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Section: Discussionmentioning

confidence: 99%

Error Analysis of English Sentence Structure in Students’ Written Paragraphs

Sundari

Hidayah

Edy

et al. 2021

Engl. Franca acad. j. of Engl. lang. and educ.

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“…The instruction enhanced students' summary performance overall, but facilitated their content development and rhetorical organization more than vocabulary and language use. In a more recent study, Uzun and Topkaya (2020) implemented genre-based instruction and feedback in an English Literature I course with pre-service English teachers who produced literary analysis essays. According to their results, students' performance in writing a literary analysis essay steadily improved throughout the semester while the type of the feedback provided (i.e., direct feedback supported by a rationale versus indirect feedback supported by a rationale) did not influence their writing development.…”

Section: Disciplinary Writing Practicesmentioning

confidence: 99%

Towards teaching undergraduate-level disciplinary writing in English majors: A genre-based approach

Sarıcaoğlu

2022

RumeliDE Dil Ve Edebiyat Araştırmaları Dergisi

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Teaching students disciplinary writing skills is important in supporting them to develop a disciplinary identity, to become a member of their scientific communities, and to be academically and professionally more successful. Disciplinary writing practices are often implemented at the graduate level where students are familiarized with the processes of creating knowledge and the forms of written products within their disciplines. However, at the undergraduate level, disciplinary writing instruction is not a common practice in most higher education institutions in Turkey. This study addresses disciplinary writing needs of junior-level students in English Language and Literature (ELL) and English Language Teaching (ELT) and seeks to contribute to our understanding of how we can assist students' disciplinary writing skills at an early stage in their undergraduate studies. It describes an undergraduate-level research-informed and genre-based disciplinary writing course for the ELL and ELT disciplines. The course aims to equip students with disciplinary knowledge and writing skills in line with the requirements of their departmental writing tasks. The course is described with a focus on learning objectives, teaching units, weekly structure, sample teaching materials and activities, and assessment of students' written work. The challenges associated with developing and teaching this course are addressed, and some considerations that teachers must think about when implementing and evaluating the course are given.

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“…As seen from the entirety of the English Alive textbook, students' activities are designed based on four stages: building knowledge, modeling, joint construction, and independent construction. The four stages are the framework of the genre-based instruction approach (Li et al, 2019;Morganna, 2017;Uzun & Topkaya, 2019), and each of the stages is constructivist. The first and second stages, the socalled building knowledge and modeling are the portrayals of scaffolding.…”

Section: Introductionmentioning

confidence: 99%

“…various English genres and texts into the Indonesian EFL curriculum (Setyono & Widodo, 2019). The priority of English reading skills has been evident in the educational curriculum of Indonesia since the application of competency-based curriculum or KBK, 2006's curriculum or the so-called KTSP, and today's K-13 curriculum (Morganna, 2017;Setyono & Widodo, 2019).To promote students' fluent and interactive reading (Kalaycı & Diken, 2020;Thomas et al, 2019), it is recommended that English reading skill be taught through the application of genrebased instruction since this approach scaffolds students' constructive metacognition in dealing with communication mediated by a written model (Li et al, 2019;Uzun & Topkaya, 2019;Worden, 2018). Genre-based instruction is an approach to teaching a language underpinned by a constructivist paradigm (Allen, 2004;Vygotsky, 1978).…”

mentioning

confidence: 99%

“…To promote students' fluent and interactive reading (Kalaycı & Diken, 2020;Thomas et al, 2019), it is recommended that English reading skill be taught through the application of genrebased instruction since this approach scaffolds students' constructive metacognition in dealing with communication mediated by a written model (Li et al, 2019;Uzun & Topkaya, 2019;Worden, 2018). Genre-based instruction is an approach to teaching a language underpinned by a constructivist paradigm (Allen, 2004;Vygotsky, 1978).…”

mentioning

confidence: 99%

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Analysis of English Alive Textbook in Terms of Genres and Lexical Density

Noviyenti

2021

AIJP

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The current study aimed at analyzing an English textbook titled English Alive used by English teachers from some senior high schools in Curup, Bengkulu, Indonesia. The textbook analysis was oriented towards two domains, namely genres and lexical density, by applying a content analysis method. This study revealed that the English Alive textbook had five genres: reading materials in the narrative, report, analytical exposition, spoof, and hortatory exposition. Those genres were embedded in sixteen passages distributed to the entire textbook, and those passages were mapped into ten units. Lexical density measurement indicated that most of the passages were categorized as easy to be comprehended, and a few passages were categorized as too easy to be comprehended. However, text genres in this textbook did not sufficiently conform to the distribution of English reading materials as suggested by the K-13 curriculum. Some reading passages did not seem contributive to students’ English acquisition according to comprehensible input theory and other related findings. Hence, the English Alive textbook could be used in today’s context and needs as supplementary material, but the primary reading materials should be resting upon K-13-driven English textbooks. Strength and weaknesses were also identified from the English Alive textbook. The former could be noted that this textbook adopted the constructivism theory and genre-based approach properly. However, the latter indicated that the provision of genre materials did not entirely conform to essential competencies formulated in the current K-13 curriculum of English education. Further studies could analyze more textbooks to help teachers choose appropriate English textbooks.

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The Effects of Genre-Based Instruction and Genre-Focused Feedback on L2 Writing Performance

Cited by 18 publications

References 54 publications

Error Analysis of English Sentence Structure in Students’ Written Paragraphs

Error Analysis of English Sentence Structure in Students’ Written Paragraphs

Towards teaching undergraduate-level disciplinary writing in English majors: A genre-based approach

Analysis of English Alive Textbook in Terms of Genres and Lexical Density

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