Genre-based instruction of an EFL paragraph writing course at university level

Name: Pornthep Ngamaramwarangkul

keyword: Genre-based instruction

; Second language writing

; Writing instruction

; Paragraph writing

; Thai EFL writing learners

Abstract: Even though the genre-based approach has been used in the field of second language writing for approximately more than three decades (Tardy 2011), it is fascinating to discover why the applications of genre-based pedagogy, particularly in various contexts of EFL writing instruction, are still of great interest among L2 writing researchers and instructors, as proven by a substantially growing number of supporting studies. The main purpose of this preliminary study was thus to investigate the efficacy of genre-based instruction in terms of enhancing the writing development and influencing the learning attitudes of Thai novice learners of a basic writing course at the university level. The research participants consisted of 38 Thai EFL writing learners in a paragraph writing course at Thammasat University in Thailand that were divided into two instructional groups ; those receiving genre-based and those receiving current practice instruction. The study employed a pre- and post-test, writing assignments, quizzes, a questionnaire, and reflective journals to explore the students’ writing development and learning attitudes toward the instruction. Surprisingly, the statistical results of this study revealed no significant difference between the two instructional methods ; therefore, it was learned that both genre-based and current practice instruction not only developed the writing ability of the basic writing learners, but also elicited positive learner perceptions. More importantly, this study sheds light on how the development of L2 writing instruction should correspond with the curriculum design and assessment policy of the target course so that the maximum benefits of the instructional method can be obtained. Nevertheless, the present study has revealed and confirmed a great number of major benefits from the genre-based approach, as reflected in the genre-based learners’ significant writing development and satisfactory learning attitudes. This study also recommended that L2 writing instruction not only be focused on the traditional product-oriented practice because of the complexity of the L2 writing nature and development. In addition, while the genre-based approach can be carefully adjusted based on various teaching and learning circumstances, a genre-based instructor should play a significant role in designing interactive classroom activities as well as scaffolding and facilitating his or her learners’ writing development

Thammasat University. Thammasat University Library

Address: BANGKOK

Email: preserv@tu.ac.th

Name: Saneh Thongrin

Role: advisor

Created: 2016

Modified: 2021-06-23

Issued: 2021-06-23

วิทยานิพนธ์/Thesis

application/pdf

DOI: 10.14457/TU.the.2016.1770

eng

DegreeName: Master of Arts

Level: Master's Degree

Descipline: English Language Studies

Grantor: Thammasat University

©copyrights Thammasat University

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