آمار
| تعداد نشریات | 44 |
| تعداد شمارهها | 1,323 |
| تعداد مقالات | 16,270 |
| تعداد مشاهده مقاله | 52,953,308 |
| تعداد دریافت فایل اصل مقاله | 15,624,162 |
The Impact of Genre-based Instruction on Academic Writing & Self-efficacy: The Case of Graduate Students’ Thesis Proposal | ||
| Journal of English Language Teaching and Learning | ||
| دوره 14، شماره 29، مرداد 2022، صفحه 99-117 اصل مقاله (1.23 M) | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22034/elt.2021.48005.2441 | ||
| نویسندگان | ||
| Mohammad Hossein Ghane؛ Golnar Mazdayasna* | ||
| English Language and Literature Department, Yazd University, Yazd, Iran. | ||
| چکیده | ||
| This study was conducted to explore the effects of genre-based writing instruction on thesis proposal writing self-efficacy and writing quality. Twenty-two graduate students majoring in Teaching English as a Foreign Language participated in the study. Drawing on Bandura's (2006) guidelines, we developed a proposal writing self-efficacy questionnaire, which students completed at the beginning of the semester and the end of one semester. They wrote a preliminary proposal at the beginning of the semester, that is, before being exposed to a genre-based approach. For one semester the students’ awareness was raised concerning the generic structures of the sections included in the thesis proposal and relevant lexico-grammatical features were highlighted. Students initially showed strong writing self-efficacy, which significantly increased at the end of the semester. They also showed remarkably significant improvement in their proposal writing skills. Students’ pre-instruction skills perception was higher than their proposal quality, which may be attributed to their lack of knowledge of academic writing conventions. However, after receiving genre-based instruction, their proposal quality surpassed their level of self-efficacy. The results of this study are discussed, and implications of the study are provided. | ||
| کلیدواژهها | ||
| Academic Writing Self-efficacy؛ Genre-based Instruction؛ Self-efficacy Questionnaire؛ TEFL Graduate Students؛ Thesis Proposal Writing Skills | ||
| مراجع | ||
|
Adelson, J. L. (2007). A “perfect” case study: perfectionism in academically talented fourth graders. Gifted Child Today, 30(4), 14–20.
Alinasab, M., Gholami, J., & Mohammadnia, Z. (2021). Genre-based revising strategies of graduate students in applied linguistics: Insights from term papers. Journal of English for Academic Purposes, 49, 1-13.
Bai, B., Wang, J., & Nie, Y. (2021). Self-efficacy, task values and growth mindset: what has the most predictive power for primary school students’ self-regulated learning in English writing and writing competence in an Asian Confucian cultural context? Cambridge Journal of Education, 51(1), 65-84. https://doi.org/10.1080/0305764X.2020.1778639.
Bandura, A. (1986). Social foundations of thought and action: a social cognitive theory. Englewood Cliffs (NJ): Prentice-Hall.
Bandura, A. (1997). Social learning theory. Englewood Cliffs (NJ): Prentice-Hall.
Bandura A.( 2006). Guide for constructing self-efficacy scales. In: Pajares F, Urdan T, editors. Self-efficacy beliefs of adolescents. Greenwich (CT): Information Age Publishing, 307–337.
Bhatia, V. K. (1993). Analysing genre: Language use in professional settings. London: Longman.
Bouffard, T., Bouchard, M., Goulet, G., Denoncourt, I., & Couture, N. (2005). Influence of achievement goals and self-efficacy on students’ self-regulation and performance. International Journal of Psychology, 40, 373-384. http://dx.doi.org/10.1080/00207590444000302.
Brady-Amoon, P., & Fuertes, J. (2011). Self-efficacy, self-rated abilities, adjustment, and academic performance. Journal of Counseling and Development, 89, 431-438. http://dx.doi.org/10.1002/j.1556-6676.2011.tb02840.x.
Bruning, R., Dempsey, M., Kauffman, D. F., McKim, C., & Zumbrunn, S. (2013). Examining dimensions of self-efficacy for writing. Journal of Educational Psychology, 105(1), 25–38.
Cheng, A. (2008). Analyzing genre exemplars in preparation for writing: The case of an L2 graduate student in the ESP genre-based instructional framework of academic literacy. Applied Linguistics, 29, 50–71.
Cho, M.-H., & Shen, D. (2013). Self-regulation in online learning. Distance Education, 34(3), 290-301. http://dx.doi.org/10.1080/01587919.2013.8357705.
Coutinho, S. A. & Neuman, G. (2008). A model of metacognition, achievement goal orientation, learning style and self-efficacy.” Learning Environments Research, 11, 131-151.
Crippen, K. J., Biesinger, K. D., Muis, K. R., & Orgill, M. (2009). The role of goal orientation and self-efficacy in learning from web-based worked examples. Journal of Interactive learning Research, 20(4), 385-403.
De Clercq, M., Galand, B., Dupont, S., & Frenay, M. (2013). Achievement among first-year university students: an integrated and contextualised approach. European Journal of Psychology of Education, 28, 641-662. http://dx.doi.org/10.1007/s10212-012-0133-6.
Deuling, J. K., & Burns, L. (2017). Perfectionism and work-family confict: self-esteem and self-efcacy as mediator. Personality and Individual Diferences, 116, 326–330.
Devitt, A. (2004). Writing genres. Carbondale, IL: Southern Illinois University Press.
Dias, P., Freedman, A., Medway, P., & Pare, A. (1999). Worlds apart: acting and writing in academic and workplace contexts. NJ. Lawrence Erlbaum.
Dinther, M., Dochy, F., & Segers, M.(2011). Factors affecting students’ self-efficacy in higher education. Educational Research Review, 6 (2), 95-108. https://doi.org/10.1016/j.edurev.2010.10.003Dörnyei, Z. (1994). Motivation and motivating in the foreign language classroom. The Modern Language Journal, 78(3), 273-284.
Dörnyei, Z. & Ryan, S. (2015). The psychology of language learner. New York: Routledge.
Fang, N. (2014). Correlation between students ‘motivated strategies for learning and academic achievement in an engineering dynamics course. Global Journal of Engineering Education, 16(1), 6-12.
Feldman, D. B., & Kubota, M. (2015). Hope, self-efficacy, optimism, and academic achievement: distinguishing constructs and levels of specificity in predicting college grade-point average. Learning and Individual Differences, 37, 210-216. http://dx.doi.org/10.1016/j.lindif.2014.11.022.
Flowerdew, L. (2016). A genre-inspired and lexico-grammatical approach for helping postgraduate students craft research grant proposals. English for Specific Purposes, 42, 1-12. http://dx.doi.org/10.1016/j.esp.2015.10.001.
Gass, S. M. (2003). Input and interaction. In C. J. Doughty & M. H. Long (Eds.), The handbook of second language acquisition (pp. 224–255). Oxford: Blackwell.
Gebka, B. (2014). Psychological determinants of university students’ academic performance: an empirical study. Journal of Further and Higher Education, 38(6), 813-837. http://dx.doi.org/10.1080/0309877X.2013.765945.
Goh, C. (2008). Metacognitive instruction for second language listening development: Theory, practice and research implications. Regional Language Centre Journal, 39(2), 187-213. http://doi: 10.1177/0033688208092184.
Graham, S., Daley, S.G. Aitken, A.A., Harris, KR., Robinson, K.H. (2018). Do writing motivational beliefs predict middle school students’ writing performance? Journal of Research in Reading, 41, 642-656.
Han, J., & Hiver, P. (2018). Genre-based L2 writing instruction and writing-specific psychological factors: The dynamics of change. Journal of Second Language Writing, 40, 44-59. https://doi.org/10.1016/j.jslw.2018.03.001.
Honicke, T., & Broadbent, J. (2016). The influence of academic self-efficacy on academic performance: A systematic review. Educational Research Review, 17, 63-84. http://dx.doi.org/10.1016/j.edurev.2015.11.002.
Huang, J. (2014). Learning to write for publication in English through genre-based pedagogy: A case in Taiwan. System, 45, 175-186. http://dx.doi.org/10.1016/j.system.2014.05.010
Hyland, K. (1996). Second language writing. Cambridge University Press.
Hyland, K. (2003). Genre-based pedagogies: A social response to the process. Journal of Second Language Writing.12, 17-29.
Hyland, K. (2007). Genre pedagogy: Language, literacy, and L2 writing instruction. Journal of Second Language Writing, 16, 148-164. http://dx.doi:10.1016/j.jslw.2007.07.005.
Hyland, K. (2016). Teaching and researching writing (3rd ed.). New York: Routledge.
Jacobs, H. J., Zinkgraf, S. A., Wormuth, D. R., Faye Hartfiel, V., & Hughey, J. B. (1981). Testing ESL composition: A practical approach. Rowley, MA: Newbury House.
KavanoZ, S., & Yulsel, G. (2016). Developing and validating a self-efficacy scale for scholarly writing in English. International Online Journal of Educational Sciences, 8 (2), 71-82.
Khan, A. S., Cansever, Z., Avsar, U. Z., & Acemoglu, H. (2013). Perceived self-efficacy and academic performance of medical students at Ataturk University, Turkey. Journal of the College of Physicians and Surgeons Pakistan, 23, 495-498. http://dx.doi.org/10.07.2013/JCPSP.495498.
Lee, D., & Swales, J. (2006). A corpus-based EAP course for NNS doctoral students: Moving from available specialized corpora to Self-compiled corpora.” English for Specific Purposes, 25, 57-75.
Lores, R. (2004). On RA abstracts: from rhetorical structure to the thematic organization. English for Specific Purposes, 23(2), 280-302.
McConlogue, T. (2015). Making judgments: investigating the process of composing and receiving peer feedback. Studies in Higher Education, 40(9), 1495-1506. https://doi.org/10.1080/03075079.2013.868878
Pajares, F. (2003). Self-efficacy beliefs, motivation, and achievement in writing: A review of the literature. Reading & Writing Quarterly, 19(2), 139–158
Paltridge, B. (2013). Genre and English for specific purposes. In B. Paltridge, & S. Starfield (Eds.), Handbook of English for specific purposes (pp. 347- 366). Malden MA:Wiley.
Phan, H. P. (2010). Students’ academic performance and various cognitive processes of learning: An integrative framework and empirical analysis. Educational Psychology, 30, 297-322. http://dx.doi.org/10.1080/01443410903573297.
Pho, P.D. (2008). How can learning about the structure of research articles help international students? Paper presented at the 19th International Conference in Auckland.
Richardson, M., Bond, R., & Abraham, C. (2012). Psychological correlates of university students’ academic performance: a systematic review and metaanalysis. Psychological Bulletin, 138, 353-387. http://dx.doi.org/10.1037/a0026838.
Sanders-Reio, J., Alexander, P. A., Reio, T. G., & Newman, I. (2014). Do students’ beliefs about writing relate to their writing self-efficacy, apprehension, and performance? Learning and Instruction, 33, 1–11.
Schunk, D. H. (2003). Self-efficacy for reading and writing: Influence of modeling, goal setting, and self-evaluation. Reading and Writing Quarterly, 19, 159-172.
Schunk, D. H., & Cox, P. D. (1986). Strategy training and attributional feedback with learning disabled students. Journal of Educational Psychology, 78(3), 201–209.
Sparks, R., & Ganschow, L. (2001). Aptitude for learning a foreign language. Annual Review of Applied Linguistics, 21, 90–112.
Stipek D. (2002).Good instruction is motivating. In: Wigfield A, Eccles JS, editors, Development of achievement motivation. San Diego (CA): Academic Press; p. 309–332.
Storch. N., & Wigglesworth.G. (2007). Students’ engagement with feedback on writing. Paper presented at the Social and cognitive Aspects of Second Language Learning and Teaching conference. New Zealand: University of Auckland.
Swales, J.M. (1990). Genre analysis: English in academic and research settings. Cambridge: Cambridge University Press.
Tardy, C. M. (2009). Building genre knowledge. Indiana Parlor Press.
Vancouver, J.B., & Kendall, L.N. (2006). When self-efficacy negatively relates to motivation and performance in a learning context.” Journal of Applied Psychology,91(5), 1146–1153.
Vancouver, J.B., Thomson C.M., & Williams, A.A. (2001). The changing signs in the relationships among self-efficacy, personal goals and performance.” Journal of Applied Psychology, 86(4), 605–620.
Yasuda, S. (2011). Genre-based tasks in foreign language writing: Developing writers’ genre awareness, linguistic knowledge, and writing competence. Journal of Second Language Writing, 20, 111-133. https://doi:10.1016/j.jslw.2011.03.001.
Zimmerman, B., Bandura, A. (1994). Impact of self-regulatory influences on writing course attainment. American Educational Research Journal, 31(4), 845-862.
Zimmerman, B. J., & Ringle, J. (1981). Effects of model persistence and statements of confidence on children’s self-efficacy and problem solving. Journal of Educational Psychology, 73(4), 485–493.
Zulkosky, K. (2009). Self-efficacy: A concept analysis. Nursing Forum, 44(2), 93-102.https://doi.org/10.1111/j.1744-6198.2009.00132.x. | ||
|
آمار تعداد مشاهده مقاله: 374 تعداد دریافت فایل اصل مقاله: 399 |
||