A Genre-based Approach to Teaching Descriptive Report Writing to Japanese EFL University Students

Abstract

This mixed-methods study explored the effects of employing a genre-based approach (GBA) to descriptive report writing on the understanding of text structure and ideational, interpersonal and textual meanings among Japanese university students of English as a Foreign Language (EFL) over a 15-week course divided into three units. Applied within a systemic functional linguistics (SFL) framework, the GBA allowed micro- and macro-analyses of essays from 23 first-year university students with low/high proficiency in English and limited/extensive second-language writing experience. Quantitative analysis collected general impression scores from all students’ essays at three time points using the SFL rubric. Qualitative investigation applied clause structure annotations to identify and analyse the functional parts of the clause from three metafunctional perspectives—ideational, interpersonal and textual—on descriptive genre essays by EFL learners. Lower-proficiency and novice EFL students demonstrated an improved understanding of the content, events and background information of the essay topics (ideational), and the social and power relationships between readers and writers (interpersonal). By comparison, high-proficiency and experienced students demonstrated a better understanding of the structure and coherence of the essay. This study was limited in developing an understanding of the use of pronouns and auxiliary verbs, which should be addressed in future studies.

Effects of Scaffolding in Genre-Based Writing Instructions on EFL Learners’ Writing Performance

“…In addition, the findings of this study, which investigated the effects of genre-based writing instructions on EFL students' writing performance, were in line with previous studies by Ahn (2012), Changpueng (2012), and Ueasiriphan and Tangkiengsirisin (2019). On the other hand, the intervention had more effect on lowproficiency students' writing performance, which seemed to be in accord with what has been found in Nagao's (2022) study. It could be explained because Genre-based writing instructions focus on a specific genre in which language is functional, and the context, purpose, and audience determine the choice of language and grammar.…”

The Effects of Genre Based Approach and Process Approach on EFL Writing Class

“…Based on research results, a genre-based approach proved effective in promoting students' writing skills. This finding is similar to previous research showing that students taught using a genre-based approach write better than those using a process approach to writing [18], [19]. Pham and Bui [20] also emphasized in their study that students simply did not recognize the importance of graded writing for therapeutic purposes.…”

The Investigation of Students’ Writing Skill Improvement in GBA Implementation Using Procedure Text

“…Writing is a skill that few can master. It is not only concerned with writing ideas and concepts, but also pays attention to the grammar, punctuation, order and verification of each verse (Nagao, 2019;Nagao, 2022;Handayani & Aminatun, 2020;Hidayati & Rahmah, 2023).…”