VietTESOL International Convention, VietTESOL International Convention 2019

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Genre-based Pedagogy in Academic Writing Instructions for EFL Students: A Case Study
Khanh Bui, Chau Nguyen

Building: B
Room: B401
Date: 2019-10-11 10:35 AM – 11:05 AM
Last modified: 2019-09-19

Abstract


Mastering how to construct academic essays in specific genres is an indispensable part of EFL students’ learning process (Tribble, 1996). However, in Vietnamese teaching and learning context, students have a hard time transferring their theoretical knowledge of academic writing into complete essays (Nguyen, 2009). This reality implies an urgent need for thorough instruction on genres in EFL writing classrooms (Trinh and Nguyen, 2014). To help students bridging the gap between knowing and creating, a focal EFL teacher in this study applied systemic functional genre-based pedagogy (Halliday, 1978) in teaching academic writing for undergraduate students who will then take English-as-a-medium-of-instruction (EMI) courses. This pedagogy is enacted through teaching and learning cycle (Martin, 2009). Data for this study includes students’ interviews, students’ essays and the teacher’s field notes in the classroom. This paper presents partial results of a qualitative study which explored the focal teacher’s and students’ perception towards genre-based pedagogy in teaching academic writing. Textual analysis of students’ essays and thematic analysis of interviews revealed that (1) the teacher realized and appreciated the benefits of genre-based pedagogy in improving students’ writing ability; (2) students became more aware of genres and their accompanied linguistic features when writing essays; and (3) students are prompt to be more confident and effective in constructing academic essays. Findings from this study help re-conceptualize teaching and learning writing in EFL classrooms. Further research could be better by allocating more time to walk through the whole essays with students and examining the effects of students’ motivations.



Keywords


genre-based pedagogy, teaching and learning cycle, systemic functional linguistics