Building knowledge about language for teaching IELTS writing tasks: A genre-based approach
As a widely used English proficiency test that includes a writing test component, IELTS raises pedagogical challenges that require high-stake literacy skills to meet the demands of the assessment criteria. Many studies on various teaching strategies for writing tasks in IELTS preparation courses hav...
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| Format: | Article |
| Language: | English |
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Universitas Syiah Kuala
2023-05-01
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| Series: | Studies in English Language and Education |
| Subjects: | |
| Online Access: | https://jurnal.usk.ac.id/SiELE/article/view/26957 |
| _version_ | 1797814452028964864 |
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| author | Ika Lestari Damayanti Fuad Abdul Hamied Harni Kartika-Ningsih Nindya Soraya Dharma |
| author_facet | Ika Lestari Damayanti Fuad Abdul Hamied Harni Kartika-Ningsih Nindya Soraya Dharma |
| author_sort | Ika Lestari Damayanti |
| collection | DOAJ |
| description | As a widely used English proficiency test that includes a writing test component, IELTS raises pedagogical challenges that require high-stake literacy skills to meet the demands of the assessment criteria. Many studies on various teaching strategies for writing tasks in IELTS preparation courses have been conducted. However, more information about explicit instructions is needed to help test-taker candidates respond to the IELTS writing tasks effectively. This paper reports on a small-scale pilot project implementing a new generation of genre pedagogy, the Reading to Learn (R2L), for teaching IELTS writing to 14 government-sponsored student candidates at a public university language center in Indonesia. The project aimed first to identify the linguistic demands of IELTS writing, particularly Task 2. The identification of linguistic patterns was then used to design and implement the intervention. Second, it mapped the participants’ writing skills before and after the intervention. The data were drawn from IELTS teaching materials and the participants’ writing tasks before and after the intervention. Based on the genre analysis, the IELTS Writing Task 2 requires the test takers to respond to the tasks by taking one side or discussing two sides. Making such linguistic demands explicit to the participants in the writing class helped them respond to the tasks more successfully. As a result of their involvement in the intervention, the participants, including those with low English proficiency, demonstrated their ability to write more coherent texts. This study offered a genre-based teaching model for preparing EFL students intending to take English writing tests. |
| first_indexed | 2024-03-13T08:07:56Z |
| format | Article |
| id | doaj.art-fb4710664e3f4067a240c40d0e916c5c |
| institution | Directory Open Access Journal |
| issn | 2355-2794 2461-0275 |
| language | English |
| last_indexed | 2024-03-13T08:07:56Z |
| publishDate | 2023-05-01 |
| publisher | Universitas Syiah Kuala |
| record_format | Article |
| series | Studies in English Language and Education |
| spelling | doaj.art-fb4710664e3f4067a240c40d0e916c5c2023-06-01T04:14:31ZengUniversitas Syiah KualaStudies in English Language and Education2355-27942461-02752023-05-0110275677610.24815/siele.v10i2.2695716081Building knowledge about language for teaching IELTS writing tasks: A genre-based approachIka Lestari Damayanti0Fuad Abdul Hamied1Harni Kartika-Ningsih2Nindya Soraya Dharma3Universitas Pendidikan IndonesiaUniversitas Pendidikan IndonesiaUniversitas Indonesia.Universitas Pendidikan IndonesiaAs a widely used English proficiency test that includes a writing test component, IELTS raises pedagogical challenges that require high-stake literacy skills to meet the demands of the assessment criteria. Many studies on various teaching strategies for writing tasks in IELTS preparation courses have been conducted. However, more information about explicit instructions is needed to help test-taker candidates respond to the IELTS writing tasks effectively. This paper reports on a small-scale pilot project implementing a new generation of genre pedagogy, the Reading to Learn (R2L), for teaching IELTS writing to 14 government-sponsored student candidates at a public university language center in Indonesia. The project aimed first to identify the linguistic demands of IELTS writing, particularly Task 2. The identification of linguistic patterns was then used to design and implement the intervention. Second, it mapped the participants’ writing skills before and after the intervention. The data were drawn from IELTS teaching materials and the participants’ writing tasks before and after the intervention. Based on the genre analysis, the IELTS Writing Task 2 requires the test takers to respond to the tasks by taking one side or discussing two sides. Making such linguistic demands explicit to the participants in the writing class helped them respond to the tasks more successfully. As a result of their involvement in the intervention, the participants, including those with low English proficiency, demonstrated their ability to write more coherent texts. This study offered a genre-based teaching model for preparing EFL students intending to take English writing tests.https://jurnal.usk.ac.id/SiELE/article/view/26957argumentative textsgenre pedagogyielts writing testreading to learn (r2l) pedagogy |
| spellingShingle | Ika Lestari Damayanti Fuad Abdul Hamied Harni Kartika-Ningsih Nindya Soraya Dharma Building knowledge about language for teaching IELTS writing tasks: A genre-based approach Studies in English Language and Education argumentative texts genre pedagogy ielts writing test reading to learn (r2l) pedagogy |
| title | Building knowledge about language for teaching IELTS writing tasks: A genre-based approach |
| title_full | Building knowledge about language for teaching IELTS writing tasks: A genre-based approach |
| title_fullStr | Building knowledge about language for teaching IELTS writing tasks: A genre-based approach |
| title_full_unstemmed | Building knowledge about language for teaching IELTS writing tasks: A genre-based approach |
| title_short | Building knowledge about language for teaching IELTS writing tasks: A genre-based approach |
| title_sort | building knowledge about language for teaching ielts writing tasks a genre based approach |
| topic | argumentative texts genre pedagogy ielts writing test reading to learn (r2l) pedagogy |
| url | https://jurnal.usk.ac.id/SiELE/article/view/26957 |
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