The SFL genre-based approach to writing in EFL contexts

Abstract

This research investigates the changes in English as a Foreign Language (EFL) learners' psychological attributes in relation to awareness of the lexicogrammatical features and generic structures of a discussion genre essay. This was achieved by implementing a genre-based approach to text-based writing lessons during a 15week course. The following lesson procedure was implemented: stage (1): modeling and deconstruction of a text, stage (2): writing of target texts, stage (3): genre analysis of peers' essays, and stage (4): writing of an analysis reflection. The results indicated specific improvements in genre-based writing, particularly among lowproficiency English learners. Results suggest that their understanding of "interpersonal meaning" such as modal verbs improved. Improvements in the use of modal auxiliaries were also noted, in that the word "should" did not appear in prewriting texts; however, the frequency improved in post-writing texts, especially in the final paragraph, which comprised the writers' opinions and suggestions.

Effects of Different Video Modalities on Writing Achievement in Flipped English Classes

“…Because foreign or second language learners are required to write according to different schemata of a different language which is unfamiliar to them, they engage in more challenging cognitive processes involved in writing (Susser, 1994;White, 1988). Thus, the aim of foreign or second language writing courses should be to teach students how to compose their ideas, not the specific language structures because writing a composition or an essay does not only mean producing grammatically correct sentences (Nagao, 2019;Zamel, 1976).…”

Fostering Written Production of Review Texts among EFL University Students Through a Genre-Based Approach

“…The inclusion of peer feedback in the learning process has been previously discussed by scholars (Bruffee, 1984, as cited in Breuch, 2004Nagao, 2019;Susanti & Indawan, 2020;Durán-Bautista & Huertas-Malagón, in press) and in the present study, it was incorporated in a gba. In a gba learners are expected to interact with an expert around a shared experience and the tlc paves their path to an independent construction of knowledge.…”

Language Education and Systemic Functional Linguistics

“…Rojas-García as Volume 11, Number 2, September 2020, 234-249 well found in Halliday's model a relevant tool for improving writing processes in higher education. Similarly, researchers like French (2009), Lim (2018, Nagao (2019, Potradinata (2018), Prasiyanto (2018), to reference a few, have also reached a similar conclusion.…”