On the notion of “owning a forest”: Ideological awareness and Genre-based Pedagogy in university critical literacy

Guerra-Lyons, Jesús; Rosado, Nayibe

doi:10.1590/1678-460x2020360412

Cited by 4 publications

(5 citation statements)

References 6 publications

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“…Furthermore, the outperformance of the participants in generating ideals appropriate to the contexts in several drafting and redrafting phases indicated the efficacy of GBI of writing. This is consistent with the finding of the studies by González et al (2021b), Zhangz andZhang ( 2021), Nagao (2018), Troyan, (2016) , Guerra-Lyons, and Nayibe Rosado ( 2020. All of them investigated the explicit instruction of GBI on main Austlarian genre types such as argumentative and descriptive.…”

Section: Discussionsupporting

confidence: 89%

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: Discussionsupporting

confidence: 89%

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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“…One study focused on the paragraph level, particularly, introductions to research articles (Khaw & Tan, 2020). For this SLR, regarding the types of genres studied in these selected articles, we employed the classification of classroom genres proposed by Derewianka (2003): recounts (Abdel-Malek, 2020; Allen & Paesani, 2022; Crane & Malloy, 2021; de Oliveira & Lan, 2014; Donthu et al, 2021; Kindenberg, 2022; Mingsakoon & Srinon, 2018), research articles (Dong & Lu, 2020; Giraldo, 2019; Hasan, 1996; Li & Flowerdew, 2020; Mizumoto et al, 2017; Morell & Pastor Cesteros, 2019; Negretti, 2021; Negretti & McGrath, 2018; Zhang, 2018), narratives (Mauludin, 2020), expositions (Kongpetch, 2006), and some others, for instance, emails and letters (Changpueng, 2012; Truong, 2017), university application letters (Myskow & Gordon, 2009), critical literacy (Guerra-Lyons & Mendinueta, 2020), professional reflective writing (Heron & Corradini, 2020; Pérez-Llantada, 2018; Read & Michaud, 2015), research grant proposals (Flowerdew, 2016), and testing purposes (Shi et al, 2017) (details in Appendix A).…”

Section: Resultsmentioning

confidence: 99%

“…Participants in these studies ranged from low (de Oliveira & Lan, 2014; Firkins et al, 2007; Maturana Araneda & Gálvez Fredes, 2021), to intermediate (Arnbjörnsdóttir, 2020; Carstens, 2009; Emilia, 2005; Guerra-Lyons & Mendinueta, 2020; Kongpetch, 2006; Truong, 2017; Ye, 2020), to advanced levels in English writing competence (Johns, 2011; Kuteeva, 2013; Negretti, 2021). The majority of studies (48) focused on the GBA’s effectiveness in tertiary students’ writing courses in or beyond college.…”

Section: Resultsmentioning

confidence: 99%

“…Most studies (46) were produced in the social sciences, followed by the arts and humanities 36 (Changpueng, 2012; Corcoran & Englander, 2016; Mahboob, 2014; Shi et al, 2019). Only four, an insufficient number, were published in psychology (Almacıoğlu & Okan, 2018; Firkins et al, 2007; Guerra-Lyons & Mendinueta, 2020; Myskow & Gordon, 2009). Furthermore, researchers from computer science three (Corcoran & Englander, 2016; Lu, 2021; Morell & Pastor Cesteros, 2019), engineering two (Corcoran & Englander, 2016; Morell & Pastor Cesteros, 2019), business, management, and accounting two (Corcoran & Englander, 2016; Morell & Pastor Cesteros, 2019) were also interested in the GBA in writing pedagogy (details in Table 3).…”

Section: Resultsmentioning

confidence: 99%

“…Now it is popular in language teaching and learning (Martin, 1992; McKnight, 2020; Zhang & Zhang, 2021), primarily in language education (Derewianka, 2003; Negretti, 2021). Some researchers have also employed genre-based pedagogy in studies on teaching writing in diverse discourses and on the effects of using a genre-based approach (GBA) to increase students’ genre awareness (Carstens, 2009; Dong & Lu, 2020; Flowerdew, 2016; Giraldo, 2019; Guerra-Lyons & Mendinueta, 2020; Kuiper et al, 2017; Morell & Pastor Cesteros, 2019; Negretti, 2021; Tribble, 2017; Truong, 2017; Ye, 2020). Therefore, research on development of a GBAs to writing pedagogy may enhance students’ English writing performance to the benefit of their development in English writing.…”

Section: Introductionmentioning

confidence: 99%

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Triple Method Approach to Development of a Genre-Based Approach to Teaching ESL/EFL Writing: A Systematic Literature Review by Bibliometric, Content, and Scientometric Analyses

Zhai

Razali

2023

SAGE Open

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In the last 19 years (2003–2021), research on genre-based approaches (GBAs) to writing pedagogy has been accumulating in the fields of English as a second language (ESL) and English as a foreign language (EFL). This review mapped existing literature to identify research trends and provide a research agenda for future GBAs. This study employed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines and identified 52 published articles and 2 unpublished doctoral theses via a structured keyword search on Web of Science, Scopus, ERIC, Google Scholar, and ProQuest in the fields of teaching English to speakers of other languages, language learning, and education. The results show that GBA is now widely used in teaching English academic writing to ESL/EFL tertiary/graduate students. The main research findings include: (1) the top five countries in the number of paper publications are China (i.e., five), the United States (i.e., five), Japan (e.g., 4), Thailand (e.g., four), and Sweden (e.g., four); (2) the top four authors in the number of paper publications are Hyland (i.e., two), Lu (i.e., two), Negretti (i.e., two), and Pineh (i.e., two); and (3) the top three most strengthen keywords are writing pedagogy, genre-based approach, and English for academic purpose. This study also discusses the theoretical and practical implications.

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argumentación escrita al inicio de la carrera

Holgueras-Galán¹,

Guerra-Lyons²,

Rosado-Mendinueta³

2023

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Desde la perspectiva metafuncional propuesta por la lingüística sistémico-funcional, este estudio caracteriza las necesidades de aprendizaje de estudiantes al inicio de la carrera universitaria en relación con la escritura de textos académicos argumentativos tipo justificación. Se analiza un archivo textual de 19 textos argumentativos producidos como respuesta a un estímulo común en un curso de alfabetización académica ofrecido por una universidad colombiana en los semestres iniciales de sus programas de pregrado. El análisis aplica una matriz integrada por indicadores asociados a las metafunciones ideacional, interpersonal y textual. El estudio categoriza dichas metafunciones, en las que se clasifican las necesidades que emergen en el proceso de revisión y retroalimentación docente. Los resultados detectan dificultades en la apropiación de recursos léxicogramaticales para nominalización (ideacional), limitaciones en la variedad y precisión del léxico evaluativo (interpersonal), y elecciones temáticas poco motivadas por el contexto discursivo (textual).

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On the notion of “owning a forest”: Ideological awareness and Genre-based Pedagogy in university critical literacy

Cited by 4 publications

References 6 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

Triple Method Approach to Development of a Genre-Based Approach to Teaching ESL/EFL Writing: A Systematic Literature Review by Bibliometric, Content, and Scientometric Analyses

argumentación escrita al inicio de la carrera

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