A Genre-Based Approach in Teaching Writing to Student Teachers of English Language Teaching in a Digital Context

Autor/inn/en	Kinik, Betul; Genc, Bilal
Titel	A Genre-Based Approach in Teaching Writing to Student Teachers of English Language Teaching in a Digital Context
Quelle	In: Reading Matrix: An International Online Journal, 22 (2022) 2, S.35-49 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Literary Genres; English (Second Language); Second Language Learning; Second Language Instruction; Teaching Methods; Instructional Effectiveness; Pretests Posttests; Essays; Persuasive Discourse; Writing Instruction; Undergraduate Students; Student Teachers; Language Teachers; Teacher Education Programs; Scoring Rubrics; Interrater Reliability; Scores; Foreign Countries; Online Courses; Turkey + Suchen Sie Ihr Suchwort? Literarische Form; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Essay; Aufsatzunterricht; Persuasion; Persuasive Kommunikation; Schreibunterricht; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Language teacher; Sprachunterricht; Scoring formulas; Auswertungsbogen; Interrater-Reliabilität; Ausland; Online course; Online-Kurs; Türkei
Abstract	The current study presents the findings of a pre-test/post-test design to explore the efficacy of a genre-based approach to teaching argumentative essay writing during synchronous classes. The study is conducted with the participation of a group of freshman and junior year student teachers of English Language Teaching enrolled at the course of Writing Skills-II. Forty-five student teachers' argumentative essays on the same topic they wrote before and after the instruction were analyzed. The study focuses on four steps of the teaching-learning cycle of a genre-based approach suggested by Hyland (2007). During eight weeks, setting the context, modeling, joint construction, and individual construction were adapted and developed with the participants. The researchers evaluated the student teachers' essays via the "Rubric for the Assessment of the Argumentative Essay", which centers on introduction, main points conclusion, and mechanics. After the grading completed by the researchers, the interrater reliability analysis was conducted. The overall score and scores on each component of the pre- and post-instruction were compared via Paired sample t-test. The findings showed that the genre-based instruction provided positive results in terms of improving student teachers' argumentative essay writing in synchronous classes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01