The impact of joint construction of a process genre approach on EFL tertiary level students’ argumentative writing development
Many studies revealed the effect of integrating process approach with genre approach, mostly implemented through a Teaching-Learning Cycle (TLC) which includes modelling, joint construction, and independent construction in developing ESL and EFL students’ writing skills, however, few empirical studi...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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Ani Publishing
2023
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| Online Access: | http://eprints.utm.my/107026/1/NoorMalaIbrahim2023_TheImpactofJointConstructionofaProcessGenre.pdf |
| _version_ | 1811132457988128768 |
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| author | Fu, Xiaoxiao Ibrahim, Noor Mala |
| author_facet | Fu, Xiaoxiao Ibrahim, Noor Mala |
| author_sort | Fu, Xiaoxiao |
| collection | ePrints |
| description | Many studies revealed the effect of integrating process approach with genre approach, mostly implemented through a Teaching-Learning Cycle (TLC) which includes modelling, joint construction, and independent construction in developing ESL and EFL students’ writing skills, however, few empirical studies have been done to reveal the effect of individual stages of the integration. This study investigated the impact of the joint construction stage of a process genre writing teaching approach in improving students’ argumentative essay writing skills and language complexity in one Chinese private university. This study adopted a quasi-experimental design. The participants were from two intact classes totaling 62 students. The control group was taught under a process genre approach without joint construction stage, whereas the experimental group was taught under a process genre approach with joint construction. Classroom intervention lasted for three weeks, and each week consisted of four sessions, 45 minutes per session. Pre-posttests were used to collect the data. The results reveal that the process genre approach with the joint construction stage is more effective than the process genre approach without joint construction in improving students’ writing skills and syntactic complexity. However, both the PGA approaches have no effect on developing students’ lexical complexity. |
| first_indexed | 2024-09-24T00:04:31Z |
| format | Article |
| id | utm.eprints-107026 |
| institution | Universiti Teknologi Malaysia - ePrints |
| language | English |
| last_indexed | 2024-09-24T00:04:31Z |
| publishDate | 2023 |
| publisher | Ani Publishing |
| record_format | dspace |
| spelling | utm.eprints-1070262024-08-14T04:45:35Z http://eprints.utm.my/107026/ The impact of joint construction of a process genre approach on EFL tertiary level students’ argumentative writing development Fu, Xiaoxiao Ibrahim, Noor Mala H Social Sciences (General) Many studies revealed the effect of integrating process approach with genre approach, mostly implemented through a Teaching-Learning Cycle (TLC) which includes modelling, joint construction, and independent construction in developing ESL and EFL students’ writing skills, however, few empirical studies have been done to reveal the effect of individual stages of the integration. This study investigated the impact of the joint construction stage of a process genre writing teaching approach in improving students’ argumentative essay writing skills and language complexity in one Chinese private university. This study adopted a quasi-experimental design. The participants were from two intact classes totaling 62 students. The control group was taught under a process genre approach without joint construction stage, whereas the experimental group was taught under a process genre approach with joint construction. Classroom intervention lasted for three weeks, and each week consisted of four sessions, 45 minutes per session. Pre-posttests were used to collect the data. The results reveal that the process genre approach with the joint construction stage is more effective than the process genre approach without joint construction in improving students’ writing skills and syntactic complexity. However, both the PGA approaches have no effect on developing students’ lexical complexity. Ani Publishing 2023 Article PeerReviewed application/pdf en http://eprints.utm.my/107026/1/NoorMalaIbrahim2023_TheImpactofJointConstructionofaProcessGenre.pdf Fu, Xiaoxiao and Ibrahim, Noor Mala (2023) The impact of joint construction of a process genre approach on EFL tertiary level students’ argumentative writing development. Eurasian Journal of Educational Research, 2023 (103). pp. 190-207. ISSN 1302-597X https://ejer.com.tr/manuscript/index.php/journal/article/view/1156 NA |
| spellingShingle | H Social Sciences (General) Fu, Xiaoxiao Ibrahim, Noor Mala The impact of joint construction of a process genre approach on EFL tertiary level students’ argumentative writing development |
| title | The impact of joint construction of a process genre approach on EFL tertiary level students’ argumentative writing development |
| title_full | The impact of joint construction of a process genre approach on EFL tertiary level students’ argumentative writing development |
| title_fullStr | The impact of joint construction of a process genre approach on EFL tertiary level students’ argumentative writing development |
| title_full_unstemmed | The impact of joint construction of a process genre approach on EFL tertiary level students’ argumentative writing development |
| title_short | The impact of joint construction of a process genre approach on EFL tertiary level students’ argumentative writing development |
| title_sort | impact of joint construction of a process genre approach on efl tertiary level students argumentative writing development |
| topic | H Social Sciences (General) |
| url | http://eprints.utm.my/107026/1/NoorMalaIbrahim2023_TheImpactofJointConstructionofaProcessGenre.pdf |
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