Improving Readability in an Explicit Genre-based Approach: The Case of an EFL Workplace Context

Albino, Gabriel

doi:10.1177/0033688216684279

Cited by 5 publications

(9 citation statements)

References 21 publications

(28 reference statements)

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“…Studies on genre-based pedagogy have shown the innovations of the GBT cycles for improving English language students' knowledge of genre as TLCs of GBT (e.g., Albino, 2017;Emilia & Hamied, 2015;Huang & Zhang, 2019;Widodo, 2006;Yasuda, 2011). Such eclectic modifications by blending the strengths of relevant methods or procedure were made to cater instructional as well as curricula purposes.…”

Section: Introductionmentioning

confidence: 99%

“…This condition, therefore, suggests the provision of a GBT model for guiding teachers to properly enact GBT practices within the GBT methodology. Although the aforementioned studies on GBT (e.g., Albino, 2017;Emilia & Hamied, 2015;Huang & Zhang, 2019;Widodo, 2006;Yasuda, 2011) have made particular eclectic modifications of the GBT cycle to accommodate instructional and curricula purposes, little is known about the modification of the GBT cycle for accommodating varied curriculum contents, as the 2013 Indonesian EFL curriculum.…”

Section: Introductionmentioning

confidence: 99%

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Genre-based teaching cycle and instructional design for teaching texts and mandated curriculum contents

Triastuti

Madya

Chappell³

2022

Indonesian J. Appl. Linguist.

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This study aimed to construct a genre-based teaching (GBT) model for accommodating the Indonesian EFL curriculum. Anchored in two current GBT cycles developed by Derewianka and Jones (2016) and Chappell (in preparation), a modified GBT cycle and the following instructional design model were constructed. This design-based study conducted its first two stages: the analysis of practical problems and the development of solutions based on the existing knowledge. The practical problem analysis was executed through four exploratory studies of the analyses of instructional documents, open-ended reflective questions, English textbooks, and literature. The exploratory studies reveal context-specific problems of GBT implementation which suggest the need for the provision of a GBT model to guide the enactment of teachers’ GBT practices. The development of solutions was achieved by carefully modifying a GBT cycle informed by principled eclecticism and designing a series of instructional steps which offer three strands for teaching texts and systematic ways for integrating the mandated contents of the Indonesian EFL curriculum. The constructed GBT model is to provide a systematic instructional organization for teaching texts, developing English language skills, and incorporating varied mandated instructional contents of the Indonesian EFL curriculum and to illustrate a construction process of a GBT model to accommodate varied contents of EFL curriculum.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Genre-based teaching cycle and instructional design for teaching texts and mandated curriculum contents

Triastuti

Madya

Chappell³

2022

Indonesian J. Appl. Linguist.

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“…The innovation of genre-based tasks, for example, emerges in response to students' learning needs in learning specific content (English for Specific Purposes or ESP) (Albino, 2017). Through ESP, students learn how to construct real-life genres (Yasuda, 2011).…”

Section: Introductionmentioning

confidence: 99%

“…Through ESP, students learn how to construct real-life genres (Yasuda, 2011). In addition to implementing the teaching and learning cycle, such an approach uses a particular stage called a situated practice for engaging students in multifaceted literacy practices (Ranker, 2009), and applies genrebased tasks, which combine genre-based and task-based instruction (Albino, 2017;Yasuda, 2011). Genre-based pedagogy has been widely adopted in instruction and is widely researched in many parts of the world including Southeast Asian countries such as Indonesia, Singapore, Vietnam, Hongkong, and Japan; European countries such as Germany, France, Denmark, Sweden; and South American countries such as Brazil and Argentina (Emilia, Christie, & Humphrey, 2012cited in Emilia & Hamied, 2015.…”

Section: Introductionmentioning

confidence: 99%

Indonesian EFL teachers’ content conceptualization and course organization: A portray of text-based teaching

Triastuti

Riazi

2020

Indonesian J. Appl. Linguist.

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Frequent changes of Indonesian English as a Foreign Language (EFL) national curriculum have transformed EFL teachers’ role from that of serving merely as curriculum transmitters into curriculum adapters. Accordingly, this study intended to explore how a group of Indonesian EFL teachers conceptualize content and course organization as guided by the Indonesian national EFL curriculum. A qualitative multiple-case study (Miles, Huberman, Saldana, 2014; Stake, 2006; Yin, 2014) was employed to collect and analyze data. Purposive within- and cross-case sampling techniques were used to select six EFL teachers; three experienced and three inexperienced teachers of public junior high schools in the Special Territory of Yogyakarta, Indonesia. Sources of data included instructional curriculum design assessments and pre-lesson semi-structured interviews. Analysis of the data revealed these teachers’ content conceptualization focuses on blending texts and English language skills that characterize the implementation of text-based teaching in the Indonesian EFL context. Results of the data analysis for course organization showed teachers’ insufficient understanding on the selected organizing principles for teaching texts. Such understanding led to inconsistency between theory and practice. The findings of the study shed light on a misconception about implementing text-based teaching. Implications of the study address the need to equip Indonesian EFL teachers with both the conceptual and practical knowledge of implementing the methodology of text-based teaching.

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“…A study on text readability found that the genre-based approach improves the readability of EFL students' texts. Explicit genre instruction improved the structure and linguistics choices (Albino, 2017). Research also reported that genre-based teaching facilitates the students to write successfully.…”

Section: Introductionmentioning

confidence: 88%

Text-Based Language Teaching in the New-Normal Era to Achieve Communicative Competence: Challenges for EFL Teachers

Rustipa¹,

Yulistiyanti

Mulatsih

2021

scr. j. j. linguist. engl. teach.

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Abstract Background: To live in this communicative era, people need to have communicative competence. The main aim of ELT is to enable the students to communicate or to produce a text. Thus, EFL teaching needs to facilitate them to achieve communicative competence so that they can participate actively in their communities. EFL teachers can utilize text-based teaching to realize this. Text-based teaching involves the use of texts, which are context bases for achieving communicative competence. This paper is a reflection, describing the teachers' common problems in implementing text-based teaching, especially under the COVID-19 pandemic. Methodology: This study is qualitative survey research to gain in-depth information about the topic of the study. The goal of this study is to describe the teachers' perception of Text-Based Approach in ELT and to describe their challenges to implement text-based online teaching. Open-ended survey questions were delivered to 15 research participants. To get a comprehensive understanding of the research participants' opinions, the researchers followed up their answers with an interview via a telephone call. Findings: The questionnaire, interview, and teachers’ self-written reflection revealed the teachers’ common problems in implementing text-based teaching, i.e. in selecting texts, in adapting or in modifying texts, in designing tasks, in overcoming students’ boredom, besides the problems of online teaching. Conclusion: The main root of the problems is the teachers' lack of knowledge of text-based approach. Thus, updating the teachers' knowledge can be one of the solutions to the problems.

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Improving Readability in an Explicit Genre-based Approach: The Case of an EFL Workplace Context

Cited by 5 publications

References 21 publications

Genre-based teaching cycle and instructional design for teaching texts and mandated curriculum contents

Genre-based teaching cycle and instructional design for teaching texts and mandated curriculum contents

Indonesian EFL teachers’ content conceptualization and course organization: A portray of text-based teaching

Text-Based Language Teaching in the New-Normal Era to Achieve Communicative Competence: Challenges for EFL Teachers

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