Fomento de la producción escrita de reseñas entre estudiantes universitarios de ILE a través de un enfoque basado en el género
DOI:
https://doi.org/10.17533/udea.ikala.v26n02a10Palabras clave:
escritura académica, inglés como lengua extranjera, lingüística sistémico-funcional, enfoque basado en el género, reseñasResumen
El presente estudio investigó los efectos del enfoque basado en el género (gba) enlas habilidades de 54 participantes para escribir una reseña de una aplicación móvilo sitio web, mientras reflexionaban sobre la función “evaluar un texto” propia delgénero seleccionado. Los participantes asistían a un curso de inglés como lenguaextranjera de nivel preintermedio (A2.2 cefr), ofrecido por una universidad enBogotá, Colombia, que ha implementado dicho enfoque durante más de cincoaños. El programa adaptó recientemente el ciclo de enseñanza y aprendizaje de forma que incluyera realimentación sistemática entre pares en la fase de construcciónconjunta, con el doble propósito de dar más importancia a la participación activa delos estudiantes en esta etapa y de proporcionarles más independencia del profesor. Elestudio tuvo como objetivo evaluar los efectos de la implementación en los productosescritos de los participantes y explorar sus percepciones y conocimiento del géneroseleccionado. Los datos se recopilaron a través de los trabajos de los estudiantes, uncuestionario en línea y grupos focales, y se analizaron siguiendo un método mixto queincorporaba la teoría fundamentada y la estadística descriptiva. Los hallazgos sugirieronuna comprensión general del propósito social del género elegido, logros sobresalientesde la tarea, una aceptación favorable de la implementación y una percepción de utilidadrelacionada con las rutinas de realimentación entre pares, aunque esta se considerótambién como el mayor desafío enfrentado por los participantes.
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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.
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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.
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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.
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Publicado
2021-01-28
Cómo citar
Durán, D. C. (2021). Fomento de la producción escrita de reseñas entre estudiantes universitarios de ILE a través de un enfoque basado en el género. Íkala, Revista De Lenguaje Y Cultura, 26(1), 117–138. https://doi.org/10.17533/udea.ikala.v26n02a10
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