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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 | ||
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