Fostering Written Production of Review Texts among EFL University Students Through a Genre-Based Approach
DOI:
https://doi.org/10.17533/udea.ikala.v26n02a10Keywords:
academic writing, English as a foreign language, Systemic Functional Linguistics, Genre-Based Approach, review textAbstract
This study investigated the effects of a Genre-Based Approach (gba) on 54 participants’ abilities to write a review text of a mobile application or website while reflecting on the “evaluating a text” function embedded in the target genre. The participants belonged to a pre-intermediate (A2.2 cefr) efl course offered at a university in Bogotá, Colombia that has implemented a gba for over five years. The program recently adapted the teaching and learning cycle to give more prominence to the students’ active participation in the Joint Construction phase by including systematic peer feedback with the further purpose of giving learners more independence from the teacher. The study aimed to assess the effects of the implementation on participants’ written production and to explore their insights and awareness of the selected genre. Data were collected through students’ artifacts, an online questionnaire, and focus groups, and were analyzed following a mixed-methods approach that incorporated grounded theory and descriptive statistics. Findings suggest an overall comprehension of the social purpose of the chosen genre, outstanding achievements of the task, a favorable acceptance of the implementation, and a perception of usefulness related to the peer feedback routines, although peer feedback was also considered the biggest challenge the participants faced.
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References
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Ellis, R. (2013). Language teaching research and language pedagogy. Malden, MA: John Wiley & Sons Inc.
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García Montes, P.A., Sagre Barboza, A. M., & Lacharme Olascoaga, A. I. (2014). Systemic Functional Linguistics and Discourse Analysis as alternatives when dealing with texts. Profile: Profile: Issues in Teachers' Professional Development, 16, 2, 101-116. Retrieved from https://revistas.unal.edu.co/index.php/profile/article/view/38113/47726.
Gerot, L., & Wignell, P. (1995). Making sense of functional grammar: An introductory workbook. Sydney: Gerd Stabler.
Gómez-Burgos, E. (2017). Use of the genre-based approach to teach expository essays to English pedagogy students. HOW, 24(2), 141-159. http://dx.doi.org/10.19183/how.24.2.330.
Corbin, J., & Strauss, A. (2015). Basics of qualitative research: techniques and procedures for developing grounded theory (4th ed.). Los Angeles, United States: sage Publications.
Halliday, M. A. K. (1993). Towards a language-based theory of learning. Linguistics and Education, 5,93-116.
Halliday, M. A. K. (1978). Language as social semiotic. The social interpretation of language and meaning. London: Edward Arnold.
Halliday, M. A. K., & Hasan, R. (1989). Language, context and texts: Aspects of language in a social-semiotic perspective. Oxford, UK: Oxford University Press.
Hammond, J., and Derewianka, B. (2001). Genre. In R. Carter & D. Nunan (Eds). The Cambridge Guide to Teaching English to Speakers of Other Languages. Cambridge: Cambridge University Press.
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Herazo Rivera, J. D. (2012). Using a genre-based approach to promote oral communication in the Colombian English classroom. Colombian Applied Linguistics Journal, 14(2), 109-126.
Hinkel, E. (2014). Culture and Pragmatics in Language Teaching and Learning. In Teaching English as a Second or Foreign Language. (3rd edition). Boston: National Geographic Learning.
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Hyland, K. (2007). Genre pedagogy: Language, literacy and L2 writing instruction. Journal of Second Language Writing, 16(3), 148-164. doi: 10.1016/j.jslw.2007.07.005.
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Martin, J. R. (2009). Genre and language learning: A social semiotic perspective. Linguistics and Education, 20,10-21. doi: 10.1016/j.linged.2009.01.003.
Martin J. R. & Rose, D. (2003). Working with discourse: Meaning beyond the clause. London: Continuum.
Martin J. R. & Rose, D. (2007). Interacting with text: the role of dialogue in learning to read and write. Foreign Languages in China 4.5: 66-80.
McKernan, J., & McKernan, J. (2013). Curriculum action research: A handbook of methods and resources for the reflective practitioner. Abingdon: Routledge.
Menard-Warwick, J. (2014). English language teachers on the discursive faultiness: Identities, ideologies and pedagogies. North York, ON: Multilingual Matters.
Moussaoui, S. (2012). An investigation of the effects of peer evaluation in enhancing Algerian students’ writing autonomy and positive affect. Procedia: Social and Behavioral Sciences, 69, 1775-1784. https://doi.org/10.1016/j.sbspro.2012.12.127.
Ramírez Balderas, I., & Guillén Cuamatzi, P. M. (2018). Self and peer correction to improve college students’ writing skills. Profile: Issues in Teachers’ Professional Development, 20(2), 179-194. https://doi.org/10.15446/profile.v20n2.67095.
Renaud, S., Tannenbaum, E., & Stantial, P. (2007). Student-centered teaching in large classes with limited resources. English Teaching Forum, 45(3), 12–18.
Research Connections. (2019). Descriptive Statistics. Retrieved from https://www.researchconnections.org/childcare/datamethods/descriptivestats.jsp
Rose, D. & Martin, J. R. (2012). Learning to Write, Reading to Learn: genre, knowledge and pedagogy in the Sydney school. United Kingdom: Equinox.
Sharma, Sohil. (2019, May). Descriptive Statistics. [Archived document]. Horizons Universiy, Paris, France.
Sultana, A. (2009). Peer correction in ESL classroom. BRAC University Journal, 6(1), 11-19.
Susanti, R., M., D. M., & Indawan. (2020). The Effective Feedback Practices in a Large EFL Writing Class in Indonesia. Talent Development & Excellence, 12(2), 920–932.
Tashakkori, A., & Creswell, J. W. (2007). Editorial: The new era of mixed methods. Journal of Mixed Methods Research, 1(1), 3–7. https://doi.org/10.1177/2345678906293042.
Uswar, Y. & Andriani, N. (2019). EFL students’ ability in writing reviews for a novel at a university in Medan. Studies in English Language and Education. 6. 300-308.10.24815/siele.v6i2.14784.
Burns, A. (2010). Doing Action Research in English Language Teaching: A guide for practitioners. Ney York: NY: Rotledge.
Butler-Pascoe, M. E. & Wiburg, K. M. (2003). Technology and teaching English language learners. Pearson.
Chala-Bejarano P. A. & Chapetón, C. M. (2013). The role of genre-based activities in the writing of argumentative essays in EFL. Profile, Vol. 15, No. 2, 127-147.
Cushing Weigle, S. (2014). Considerations for Teaching Second Language Writing. In Teaching English as a Second or Foreign Language. (3rd edition). Boston: National Geographic Learning.
DeCuir-Gunby, J. (2008). Designing mixed methods research in the social sciences: A racial identity scale development example. In J. Osborne (Ed.), Best Practices in Quantitative Methods. (pp. 125-136). Thousand Oaks, CA: Sage.
Durán-Bautista, D.C. & Huertas-Malagón, S. P. (in press). Mobile phones-assisted practice and note-taking in foreign language oral production. International Journal of Mobile and Blended Learning. 12, 4.
Ellis, R. (2013). Language teaching research and language pedagogy. Malden, MA: John Wiley & Sons Inc.
Edwards, C., & Willis, J. W. (2014). Action research: models, methods, and examples. Charlotte, NC: Information Age Publishing.
García Montes, P.A., Sagre Barboza, A. M., & Lacharme Olascoaga, A. I. (2014). Systemic Functional Linguistics and Discourse Analysis as alternatives when dealing with texts. Profile: Profile: Issues in Teachers' Professional Development, 16, 2, 101-116. Retrieved from https://revistas.unal.edu.co/index.php/profile/article/view/38113/47726.
Gerot, L., & Wignell, P. (1995). Making sense of functional grammar: An introductory workbook. Sydney: Gerd Stabler.
Gómez-Burgos, E. (2017). Use of the genre-based approach to teach expository essays to English pedagogy students. HOW, 24(2), 141-159. http://dx.doi.org/10.19183/how.24.2.330.
Corbin, J., & Strauss, A. (2015). Basics of qualitative research: techniques and procedures for developing grounded theory (4th ed.). Los Angeles, United States: sage Publications.
Halliday, M. A. K. (1993). Towards a language-based theory of learning. Linguistics and Education, 5,93-116.
Halliday, M. A. K. (1978). Language as social semiotic. The social interpretation of language and meaning. London: Edward Arnold.
Halliday, M. A. K., & Hasan, R. (1989). Language, context and texts: Aspects of language in a social-semiotic perspective. Oxford, UK: Oxford University Press.
Hammond, J., and Derewianka, B. (2001). Genre. In R. Carter & D. Nunan (Eds). The Cambridge Guide to Teaching English to Speakers of Other Languages. Cambridge: Cambridge University Press.
Handscomb, G., & MacBeath, J. (2009). Professional development through teacher enquiry. In A. Lawson, Action Research: Making a Difference in Education (Volume 1). Slough: NFER.
Harmer, J. (2001). The practice of English language teaching. Cambridge, UK: Longman.
Herazo Rivera, J. D. (2012). Using a genre-based approach to promote oral communication in the Colombian English classroom. Colombian Applied Linguistics Journal, 14(2), 109-126.
Hinkel, E. (2014). Culture and Pragmatics in Language Teaching and Learning. In Teaching English as a Second or Foreign Language. (3rd edition). Boston: National Geographic Learning.
Hirvela, A. (2017). Argumentation and second language writing: Are we missing the boat? Journal of Second Language Writing, 36, 69–74.
Hirvela, A. (1999). Collaborative writing instruction and communities of readers and writers. TESOL Journal, 7–12. https://doi.org/10.1002/j.1949-3533.1999.tb00169.
Hyland, K. (2007). Genre pedagogy: Language, literacy and L2 writing instruction. Journal of Second Language Writing, 16(3), 148-164. doi: 10.1016/j.jslw.2007.07.005.
Katz, A. (2014). Assessment in Second Language Classrooms. In Teaching English as a Second or Foreign Language. (3rd edition). Boston: National Geographic Learning.
Lee, J. J., & Deakin, L. (2016). Interactions in L1 and SL undergraduate student writing: Interactional metadiscourse in successful and less-sucessful argumentative
essays. Journal of Second Language Writing, 33, 21–34.
Martin, J. R. (1984). Language, register, and genre. In F. Christie (Ed.), Children writing: Reader (pp. 21-30). Geelong, AU: Deakin University Press.
Martin, J. R. (1999). Factual Writing: Exploring and Challenging Social Reality. Melbourne: Deakin University Press.
Martin, J. R. (2009). Genre and language learning: A social semiotic perspective. Linguistics and Education, 20,10-21. doi: 10.1016/j.linged.2009.01.003.
Martin J. R. & Rose, D. (2003). Working with discourse: Meaning beyond the clause. London: Continuum.
Martin J. R. & Rose, D. (2007). Interacting with text: the role of dialogue in learning to read and write. Foreign Languages in China 4.5: 66-80.
McKernan, J., & McKernan, J. (2013). Curriculum action research: A handbook of methods and resources for the reflective practitioner. Abingdon: Routledge.
Menard-Warwick, J. (2014). English language teachers on the discursive faultiness: Identities, ideologies and pedagogies. North York, ON: Multilingual Matters.
Moussaoui, S. (2012). An investigation of the effects of peer evaluation in enhancing Algerian students’ writing autonomy and positive affect. Procedia: Social and Behavioral Sciences, 69, 1775-1784. https://doi.org/10.1016/j.sbspro.2012.12.127.
Ramírez Balderas, I., & Guillén Cuamatzi, P. M. (2018). Self and peer correction to improve college students’ writing skills. Profile: Issues in Teachers’ Professional Development, 20(2), 179-194. https://doi.org/10.15446/profile.v20n2.67095.
Renaud, S., Tannenbaum, E., & Stantial, P. (2007). Student-centered teaching in large classes with limited resources. English Teaching Forum, 45(3), 12–18.
Research Connections. (2019). Descriptive Statistics. Retrieved from https://www.researchconnections.org/childcare/datamethods/descriptivestats.jsp
Rose, D. & Martin, J. R. (2012). Learning to Write, Reading to Learn: genre, knowledge and pedagogy in the Sydney school. United Kingdom: Equinox.
Sharma, Sohil. (2019, May). Descriptive Statistics. [Archived document]. Horizons Universiy, Paris, France.
Sultana, A. (2009). Peer correction in ESL classroom. BRAC University Journal, 6(1), 11-19.
Susanti, R., M., D. M., & Indawan. (2020). The Effective Feedback Practices in a Large EFL Writing Class in Indonesia. Talent Development & Excellence, 12(2), 920–932.
Tashakkori, A., & Creswell, J. W. (2007). Editorial: The new era of mixed methods. Journal of Mixed Methods Research, 1(1), 3–7. https://doi.org/10.1177/2345678906293042.
Uswar, Y. & Andriani, N. (2019). EFL students’ ability in writing reviews for a novel at a university in Medan. Studies in English Language and Education. 6. 300-308.10.24815/siele.v6i2.14784.
Published
2021-01-28
How to Cite
Durán, D. C. (2021). Fostering Written Production of Review Texts among EFL University Students Through a Genre-Based Approach. Íkala, Revista De Lenguaje Y Cultura, 26(1), 117–138. https://doi.org/10.17533/udea.ikala.v26n02a10
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