Use of the Genre-Based Approach to Teach Expository Essays to English Pedagogy Students

Burgos, Eric Gómez

doi:10.19183/how.24.2.330

Cited by 10 publications

(7 citation statements)

References 22 publications

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“…Tshotsho (2014) found it important to explicitly teach textual features in academic English writing. Gómez Burgos (2017) examined the expository essays of undergraduate students who had experienced a genre-based approach to writing in the TLC. Following the intervention period, their understanding of compositions had improved.…”

Section: Teaching Genre In Educationmentioning

confidence: 99%

Is it Worth Flipping? The Impact of Flipped Classroom on EFL Students’ Grammar

Nagao¹

2020

ELT

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In light of contemporary pedagogical methods, the flipped classroom has been recognised as an effective pedagogy in English as a Foreign Language (EFL). This study employed a quasi-experimental one-group research design to investigate the impact of flipped learning on Omani EFL learners’ grammar and to examine students’ perceptions on the flipped classroom. An intact group of students (n=28) enrolled at the foundation programme in Arab Open University-Oman was randomly selected. Seven videos on English grammar were developed and shared with the students prior to the class. A varaiety of activities were conducted in the class following task-based language teaching. Students met for 8 lessons over the period of 8 weeks. Pre-test, post-test and semi-structured interviews were used in the study. The findings indicated that flipped learning had a positive impact on students’ understanding and usage of English grammar. Students’ perceptions on the flipped approach were positive. The study also provided pedagogical insights for the flipped classroom and recommendations for future research. 

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Section: Teaching Genre In Educationmentioning

confidence: 99%

Is it Worth Flipping? The Impact of Flipped Classroom on EFL Students’ Grammar

Nagao¹

2020

ELT

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“…One way of helping writers improve the rhetotical quality of their RA drafts is by involving them in a mentoring workshop using genre-based method. Following Feez (1998), Bhatia (2004), Bawarshi & Reiff (2010) and Rose & Martin (2012), Burgos (2017) suggests that there are three main stages of implementing genre-based method in the teaching of academic writing; these are deconstructing a model text, joint text construction between an instructor and participants and participants constructing their own texts individually. According to Burgos, in the deconstruction model text the participants are shown with examples the key sections and subsections or elements, the lexico-grammar patterns and the linguistic features of the text of the same genre.…”

Section: Genre-based Mentoring Workhopmentioning

confidence: 99%

The Effect of Genre-Based Mentoring on Rhetorical Quality of Research Article Drafts by Indonesian Lecturers in Social Sciences and Humanities

Arono¹,

Arsyad²

2019

INT J INSTRUCTION

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Indonesian scholars in social sciences and humanities are far behind scholars in sciences and engineering in international journal publication and their unfamiliarity with English rhetorical style has been blamed as the main cause. The purpose of this study is to improve the rhetorical quality of research article drafts written by Indonesian university lecturers in social sciences and humanities. Using genrebased method, a group of 20 lecturers were mentored to improve the rhetorical quality of their research article abstracts, introductions, methods and discussions and their drafts were evaluated following the frameworks suggested by Swales (1990), Swales et al., (2009), Peacock (2011) and Lim (2006. The results show that the rhetorical quality of the lecturer's article drafts satisfactorily improved in terms of the rhetorical moves and steps, the way they justify their research project and the number of references they use in their drafts. This implies that genre-based mentoring is effective enough to improve the ability of lecturers in writing research articles to be published in reputable international journals.

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“…From this period onwards, efl has been taught in the Chilean classrooms and its coverage broadened via its insertion from first cycle in primary levels in the last ten years. However, results of the last national examination applied to measure 11 th graders' English level showed that fewer than 20% of them obtained an a2 certificate of proficiency (Gómez Burgos, 2017).…”

Section: Introductionmentioning

confidence: 99%

University Students’ Attitudes Towards EFL: A Case From the South of Chile

Burgos

Molina

2020

Profile: Issues Teach. Prof. Dev.

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Attitude towards English as a foreign language is a new field of study in tertiary education in Latin-American countries, especially in Chile. However, its importance in the process of learning a language has been reported upon around the world. The aim of the current study was to identify the attitudes towards English as a foreign language of 131 university students from different educational institutions in Chile; the students’ programs included English courses as part of their study plan. The three components of attitude were analyzed by means of the participants’ replies to the statements of a questionnaire. Results gave evidence that university students hold a positive attitude towards English as a foreign language; nonetheless, the behavioral aspect of attitude obtained the lowest average of agreement among the respondents.

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Use of the Genre-Based Approach to Teach Expository Essays to English Pedagogy Students

Cited by 10 publications

References 22 publications

Is it Worth Flipping? The Impact of Flipped Classroom on EFL Students’ Grammar

Is it Worth Flipping? The Impact of Flipped Classroom on EFL Students’ Grammar

The Effect of Genre-Based Mentoring on Rhetorical Quality of Research Article Drafts by Indonesian Lecturers in Social Sciences and Humanities

University Students’ Attitudes Towards EFL: A Case From the South of Chile

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