Genre-based teaching and research article writing skills among undergraduate students in higher education
Main Article Content
Abstract
The study aimed to assess the impact of genre-based writing instruction on research article writing skills among undergraduate students in higher education. A total of 40 manuscripts written by undergraduate students majoring in Communication were analysed. The study used a pre-test and post-test design without a control group and was conducted during a regular 16-week semester. Statistically significant differences were observed between the pre-test and post-test scores across all sections of the research article. The intervention showed a positive impact on research article writing performance, with high learning gains in manuscript writing. The findings indicate that genre-based teaching is an effective strategy for improving student learning and genre knowledge in scientific writing. The study concludes that genre-based writing instruction strengthens students’ ability to write articles according to the conventions of the Communication discourse community. This methodology should be formally included into academic and scientific writing courses in higher education to enhance educational effectiveness and research writing skills.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
References
Altakhaineh, A. y Al-Jallad, M. (2018). “The use of Twitter and Facebook in teaching mechanics of writing to Arabic-speaking EFL learners”. International Journal of Emerging Technologies in Learning, vol. 13, núm. 9, pp. 4-14.
Álvarez, G. y Difabio de Anglat, H. (2019). “Retroalimentación entre pares en un taller virtual de escritura de tesis de posgrado”. Apertura, vol. 11, núm. 2, pp. 40-53.
Amnuai, W. (2021). “A comparison of niche establishments in English research article introductions published in international and Thai journals”. Discourse and Interaction, vol. 14, núm. 2, pp. 24-40.
Ariyanfar, S. y Mitchell, R. (2020). “Teaching writing skills through genre: Applying the genre-based approach in Iran”. International Research Journal of Management, IT and Social Sciences, vol. 7, núm. 1, pp. 242-257.
Arono y Arsyad, S. (2019). “The effect of genre-based mentoring on rhetorical quality of research article drafts by Indonesian lecturers in social sciences and humanities”. International Journal of Instruction, vol. 12, núm, 3, pp. 35-50.
Asgari, J. (2012). “Teaching English Medical Writing in a Blended Setting”. International Journal of Emerging Technologies in Learning, vol. 7, núm. 4, 58-64.
Bajtín, M. (1982). Estética de la creación verbal. Siglo XXI.
Bakhtiarvand, M. (2018). “Developing EAP Graduate Students Research Article Writing Skills through Genre-based Pedagogy”. Applied Linguistics Research Journal, vol. 3, núm. 1, pp. 32-46.
Bhatia, V. (2002). “Applied genre analysis: A multi-perspective model”. Ibérica, vol. 4, pp. 3-19.
Bhatti, I., Mustafa, S., y Azher, M. (2019). “Genre analysis of research article abstracts in linguistics and literature: A cross disciplinary study”. International Journal of English Linguistics, vol. 9, núm. 4, pp. 42-50.
Biasi-Rodrigues, B. y Gomes, B. (2012). “Propósito comunicativo em análise de gêneros”. Linguagem Em (Dis)Curso, vol. 12, núm. 1, pp. 231-249.
Cárcamo, B. (2019). “Organización retórica y autorreferencia en el resumen de lingüística: Un estudio contrastivo inglés-español”. Lenguaje, vol. 7, núm. 2, pp. 334-357.
Castro-Rodríguez, Y. (2019). “Factors contributing to the student scientific production. The case of Dentistry in the National University of San Marcos, Perú”. Educación Médica, vol. 20, pp. 49-58.
Cavallini, A. V. (2024). “Concepciones sobre la retroalimentación en la escritura de investigación en Ciencias Sociales y Humanas”. Anales e Lingüística, núm. 13, pp. 83-112.
Coletta, V. P. y Steinert, J. J. (2020). “Why normalized gain should continue to be used in analyzing preinstruction and postinstruction scores on concept inventories”. Physical Review Physics Education Research, vol. 16, núm. 1, https://doi.org/10.1103/physrevphyseducres.16.010108
Cotos, E., Huffman, S. y Link, S. (2017). “A move/step model for methods sections: Demonstrating rigour and credibility”. English for Specific Purposes, vol. 46, pp. 90-106.
Cristovão, V. y Artemeva, N. (2018). “Towards a hybrid approach to genre teaching: Comparing the Swiss and Brazilian schools of socio-discursive interactionism and rhetorical genre studies”. Diálogo Das Letras, vol. 7, núm. 2, pp. 101-120.
Dong, J. y Lu, X. (2020). “Promoting discipline-specific genre competence with corpus-based genre analysis activities”. English for Specific Purposes, vol. 58, pp. 138-154.
Ebadi, S., Salman, A. R., Nguyen, T. y Weisi, H. (2019). “Rhetorical structure variations in abstracts and introductions of Applied Linguistics master’s theses by Iraqi and international students”. Iranian Journal of Language Teaching Research, vol. 7, núm. 1, pp. 101-117.
Fanani, A. (2018). “The implementation of Genre-Based Approach in teaching writing by a university teacher in Jombang”. Jurnal Smart, vol. 4, núm. 2, pp. 132-141.
Ferreira, M. (2022). “In Service EAP Teachers’ Beliefs About Academic Writing and its Influence on Instruction”. Revista Brasileira de Linguística Aplicada, vol. 22, núm. 2, pp. 395-422.
Gardner, P. y Kuzich, S. (2022). “Ready to write? Investigating the writing experiences of pre-service teachers and their readiness to teach writing”. Issues in Educational Research, vol. 32, núm. 2, pp. 513–532.
Heßler, N., Rottmann, M. y Ziegler, A. (2020). “Empirical analysis of the text structure of original research articles in medical journals”. PLoS ONE, vol. 15, núm. 10, https://doi.org/10.1371/journal.pone.0240288
Hyland, K. (2003). “Genre-based pedagogies: A social response to process”. Journal of Second Language Writing, vol. 12, núm. 1, pp. 17-29.
Kloss, S. y Muñoz, B. (2022). “Escritura en educación superior: Hacia una propuesta de producción escrita para enseñar en la disciplina”. Revista Brasileira de Linguística Aplicada, vol. 22, núm. 3, pp. 754-773.
Kuteeva, M. y Negretti, R. (2016). “Graduate students’ genre knowledge and perceived disciplinary practices: Creating a research space across disciplines”. English for Specific Purposes, vol. 41, pp. 36-49.
León Pérez, I. y Martín-Martín, P. (2016). “On the importance of a genre-based approach in the teaching of English for Medical Purposes”. Language Learning in Higher Education, vol. 6, núm. 1, pp. 95-117.
Liming, D., Qiujin, C. y Yanyan, Z. (2014). Developing Chinese EFL Learners’ Generic Competence: A Genre-based & Process. Springer.
Lo, H. Y., Liu, G. Z. y Wang, T. I. (2014). “Learning how to write effectively for academic journals: A case study investigating the design and development of a genre-based writing tutorial system”. Computers and Education, vol. 78, pp. 250-267.
Lu, X., Casal, J. E., Liu, Y., Kisselev, O. y Yoon, J. (2021). “The relationship between syntactic complexity and rhetorical move-steps in research article introductions: Variation among four social science and engineering disciplines”. Journal of English for Academic Purposes, vol. 52, https://doi.org/10.1016/j.jeap.2021.101006
Marefat, F. (2020). “Writing in light of moves analysis: Learner awareness”. Mextesol Journal, vol. 44, núm. 3, pp. 1-17.
Miller, C. (1984). “Genre as social action”. Quarterly Journal of Speech, vol. 70, núm. 2, pp. 151-167.
Miller, C., Devitt, A. y Gallagher, V. (2018). “Genre: Permanence and change”. Rhetoric Society Quarterly, vol. 48, núm. 3, pp. 269-277.
Morales, O.A., Perdomo, B., Cassany, D. y Iarra, E. (2020). “Estructuras morfosintácticas y funciones retóricas de títulos de revisiones sistemáticas publicadas en español en revistas odontológicas: un análisis de género discursivo”. Panacea, vol. 21, núm. 51, pp. 62-74.
Musa, A., Hussin, S. y Ho, I. A. (2019). “Interaction in Academic L2 writing: An analysis of Interactional Metadiscourse Strategies in Applied Linguistics Research Articles”. 3L: Language, Linguistics, Literature, vol. 25, núm. 3, pp. 16-32.
Nurhayati, S. (2017). “Verb tense analysis of research article abstracts in Asian EFL Journal”. Progressive, vol. 12, núm. 2, pp. 57–64.
Parkinson, J., Demecheleer, M. y Mackay, J. (2017). “Writing like a builder: Acquiring a professional genre in a pedagogical setting”. English for Specific Purposes, vol. 46, pp. 29-44.
Perdomo, B. (2021). “Análisis retórico-discursivo del género artículo de investigación en español en el ámbito de la Comunicación”. Nueva Revista del Pacífico, núm. 74, pp. 170-195.
Perdomo, B. (2023). “Artículos de investigación escritos en español por estudiantes universitarios: errores y percepciones de los estudiantes”. Nueva Revista del Pacífico, núm. 79, pp. 58-83.
Phichiensathien, P. (2018). “Genre Based Approach in Academic English Writing”. Pasaa Paritat, vol. 31, núm. 1, pp. 211-238.
Rashidi, N. y Mazdayasna, G. (2016). “Impact of Genre-Based Instruction on Development of Students’ Letter Writing Skills: The Case of Students of Textile Engineering”. Journal of Research in Applied Linguistics, vol. 7, núm. 2, pp. 55-72.
Rose, D. (2012). “Genre in the Sydney School”. The Routledge Handbook of Discourse Analysis, editado por J. Gee y M. Handford. Routledge, pp. 209–225.
Sánchez-Upegui, A. (2011). Manual de redacción académica e investigativa: Cómo escribir, evaluar y publicar artículos. Fundación Universitaria Católica del Norte.
Sánchez-Upegui, A. (2016). El género artículo científico: Escritura y análisis desde la alfabetización académica y la retórica funcional. Fundación Universitaria Católica del Norte.
Schere, J. (2020). “Escritura académica y reflexión gramatical en el comienzo de la formación universitaria”. Alabe Revista de Investigación sobre Lectura y Escritura, vol. 11, núm. 22, pp. 1-15.
Suherdi, D., Kurniawan, E. y Lubis, A. H. (2020). “A genre analysis of research article “findings and discussion” sections written by Indonesian undergraduate EFL students”. Indonesian Journal of Applied Linguistics, vol. 10, núm. 1, pp. 59-72.
Swales, J. (1990). Genre Analysis: English in Academic Research Settings. Cambridge UP.
Swales, J. (2004). Research genres: Explorations and applications. Cambridge UP.
Swales, J. (2012). “A text and its commentaries: Toward a reception history of “Genre in three traditions” (Hyon, 1996)”. Ibérica, vol. 24, pp. 103-116.
Tardy, C. y Swales, J. (2014). “Genre analysis”. Pragmatics of discourse, editado por K. Schneider y A. Barron. De Gruyter, pp. 165-188.
Thongchalerm, S. y Jarunthawatchai, W. (2020). “The impact of genre-based instruction on EFL learners’ writing development”. International Journal of Instruction, vol. 13, núm. 1, pp. 1-16.
Ueasiriphan, T. y Tangkiengsirisin, S. (2019). “The effects of genre-based teaching on enhancement of Thai engineers’ technical writing ability”. International Journal of Instruction, vol. 12, núm. 2, pp. 723-738.
Vaezi, R. y Tabrizi, H. H. (2016). “ESP Writing for Tourism: A Genre-based Approach in teaching writing to Iranian university students”. Mediterranean Journal of Social Sciences, vol. 7, núm. 2, pp. 470-475.
Van Driel, M. y Van Driel, M. (2019). “Genre expectations and discourse community membership in listener reviews of true crime-comedy podcast My Favorite Murder”. Article Language and Literature, vol. 31, núm. 2, pp. 1-18.
Van Enk, A. y Power, K. (2017). “What is a research article?: Genre variability and data selection in genre research”. Journal of English for Academic Purposes, vol. 29, pp. 1-11.
Wilang, J. y Garcia, M. (2021). “Evidence-based Smartphone Use among Engineering Students in an Academic Writing Course”. International Journal of Emerging Technologies in Learning, vol. 16, núm. 17, pp. 267-276.
Wu, Y. (2017). “Reading for Writing—The Application of Genre Analysis in College English Writing in China”. Theory and Practice in Language Studies, vol. 7, núm, 10, pp. 883-891.
Ye, Y. (2019). “Macrostructures and rhetorical moves in energy engineering research articles written by Chinese expert writers”. Journal of English for Academic Purposes, vol. 38, pp. 48-61.