Analyzing a faculty learning community strategy based on a process-genre approach supported by videos to develop the writing competence of English teaching students

Abstract

The primary purpose of this inquiry is to analyze the impacts of a teaching and learning strategy designed and implemented by a Chilean Faculty Learning Community (FLC) intended to develop the writing competence of student-teachers of an English Teaching Program. The FLC-led strategy was implemented through an eight-step cycle based on the process-genre approach and supported by educational videos. FLC members guided this cycle during writing sessions at the four levels of the English Linguistic Competence course at Universidad Católica de Temuco. The FLC implemented this experience to address the challenge of serving diverse students’ learning needs and meet the requirements of the national English proficiency standards required by the Chilean Ministry of Education. The FLC examined this experience focusing on students’ writing tasks results and their perceptions of the use of videos in the process, oriented by an impact and evaluation framework of teaching innovations and an action research design. The ages of trainee English teachers who participated in this innovation range between 18 and 22 years old. Students’ writing tests results were analyzed and compared to the suggested CEFR outcomes per level. Moreover, students shared their perceptions towards the use of videos through focus groups. Results show that most students improved their writing performance, especially in content and organization. Furthermore, students perceived that videos helped them contextualize their writing process and contribute as a support resource embedded in classroom activities. Overall, this experience helped the FLC members identify changes resulting from the innovations and areas of improvement.

Scripting success: a systematic literature review of the process genre approach for writing in Asian education

“…Universal journal of educational research [26] Pen-and-paper or online? An academic writing course to teachertrainees Cogent education [27] Process genre approach to L2 academic writing: An intervention study XLinguae [28] Reflections on employing innovative approaches in an academic writing course PONTE international scientific researchs journal [29] Analysing a faculty learning community strategy based on a process-genre approach supported by videos to develop the writing competence of English teaching students DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada [30] A process-genre approach to teaching writing report text to senior high school students Indonesian journal of applied linguistics [31] A pre-experimental study on a process-genre approach for teaching essay writing Journal of language & education [32] Pre-writing and post-writing explicit instruction: Differential effects on L2 learners' writing accuracy RELC journal [33] Impacts of process-genre approach on EFL sophomores' writing performance, writing self-efficacy, writing autonomy Journal of language & education [34] Exploring the impact of process-genre approach on learners' academic writing and higher order thinking skills Journal of language & education [35] Explicit instruction in an EFL writing class: A process-genre perspective Linguistics research [36] Bringing innovation to EFL writing: The case of a primary school in Hong Kong…”

“…Figure 8 is shown below to show the frequency of dependent variables researched. PhD English academic writing skills; Feasibility of the approach for a doctoral EAP program [25] Asian EFL pre-university students' writing performance; Writing quality; Learners' engagement [26] Needs of university students and lecturers in writing instructions [27] Effectiveness of a writing course; Senior ELT students' writings in pen-and-paper (portfolio) work and online work [28] Master degree program's students' academic writing skills; Students' perceptions [29] Challenges faced by the lecturer of an academic writing course for pre-service EFL teachers [30] Writing competence in an English Teaching Program from the trainee English teachers/students' perspectives [31] Senior high students' writing skills of report text [32] Undergraduate students' EFL academic essay writing; Students' perceptions [33] College students/L2 learners' overall writing accuracy and errors [34] Vietnamese university EFL students' writing performance, self-efficacy and autonomy [35] University students' academic writing competence on HOTs, students' attitudes and expectations on their learning experience [36] University students' writing improvement [37] Primary school EFL teachers' incorporation of focus on writing program; Primary school students' writing performance; Factors facilitating change in the writing classroom; Challenges teachers face [38] Undergraduate students' individual writing performances; Levels of the cognitive load [39] College L2 students' perceived metacognitive strategy; Students extent of metacognitive strategies deployment…”

“…Instruments used [6] Students' narratives ; Researcher's reflective journals [7] Argumentative essays [23] Extended essays [24] Students' written tasks with peer-feedback and revisions (individual reflective commentary, group commentary, in-class report, simulated research proposal); Onsite researcher's observation notes; Interviews [25] Opinion essays [26] Qualitative questionnaires; Interviews [27] Portfolio work; Online work; Research journal; Structured interviews [28] Academic writing; Feedback questionnaire; Field notes [29] Reflective journal; Qualitative interviews [30] Writing tests; Focus group interviews [31] Report texts, Participant observation [32] Opinion essays; Unstructured interviews [33] Argumentative essays [34] Writing entry test; Writing exit test; Questionnaires of writing self-efficacy and autonomy [35] Writing test; HOTs test; Semi-structured interviews [36] Narrative essays; Argumentative essays [37] Interviews; Survey; Writing; Exam scores [38] Essays; Cognitive load rating questionnaire [39] Metacognitive strategy questionnaires; Think aloud protocols…”

Pedagogy Applied in the Teaching Process in Regular Basic Education (EBR): Systematic Review Article

“…Digital pedagogy seeks to effectively integrate technology in the classroom, taking advantage of educational platforms, multimedia resources and interactive tools to diversify and enrich learning experiences. Teachers, as facilitators, must develop skills to select and use concepts, foster collaboration and prepare students for the digital society (Novoa; Caro et al;Hernández et al;Gómez-Vallecillo et al;Rodríguez et al;Pastora et al,2021), (Gavilanes et al,2020) and (Urresta et al,2018). (Bueno et al,2021), formative assessment is a fundamental strategy in pedagogy applied in EBR.…”