The Implementation Of The Genre-Based Approach In The Teaching Of Writing To Engineering Students

Abstract

Good communication skills are a requirement for all professionals. As for engineers, it seems that writing is one of the most important communication skills to help them to be successful in their professional life. However, many engineering students are poor in writing. Numerous studies havebeen conducted to determine the effectiveness of the different methods used to develop the writing skills of language learners, including the genre-based framework. The present study aims at examining the writing achievement of Thai engineering students receiving writing instruction through the explicit genre-based approach, or GBA (SFL genre), and their attitudes toward this method of teaching. The participants were 28 fourth-year engineering students enrolled in a basic writing course. One lesson in teaching writing recounts was provided during three sessions. The results of a T-test revealed clear improvement in the students’ writing ability after attending the lesson. Regarding the attitudes of the students, the findings were crosschecked with the students’ responses to the questionnaire, to the interview questions, and in their journal. It was found that the students had a satisfactory attitude toward this teaching method. Based on the study findings, it is recommended that language teachers incorporate the knowledge of genre, genre analysis, and schematic features of a particular genre in their teaching in order to enhance their students’ writing proficiency and confidence.

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

“…The results of this study confirmed what Faraj (2015), Ikawati (2020), and Padmadewi and Artini (2019) found. 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.…”

“…To take into account the effect of genre-based writing instructions on learners' writing performance, Changpueng (2012) also deployed an experimental study to examine the writing achievement of 28 fourth-year Thai engineering students receiving writing instruction through the explicit genre-based approach, or GBA (SFL genre), and their attitudes toward this method of teaching. The study's results revealed clear improvement in the student's writing ability after the intervention of GBWI.…”

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

“…Subject categories were identified from the Scopus database, with 43 articles reviewed (Table 3). 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).…”

“…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).…”

“…They also employed case study research designs focusing on attitudes and beliefs of teachers, students, or scholars on application of the GBA in writing curricula. Other research methods were also adopted, for instance, experimental/quasi-experimental (Carstens, 2009; Changpueng, 2012; Jodairi Pineh et al, 2017; Mauludin, 2020; Meyer et al, 1987; Phan & Ganapathy, 2020). In this method, researchers usually divided student participants into one to four treatment/experimental groups who received various GBA instructional strategies and, in general, a control group who did not receive any strategies, in order to examine how the GBA was applied to enhance writing competence.…”