The effect of the process-genre approach in the development of 7th grade students' writing of a digital comic
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Date
2022
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Abstract
Writing is still considered a difficult task for EFL students around the world. However, previous studies have demonstrated the efficacy of a process genre approach (PGA) in primary, secondary, and especially in tertiary levels of education. The PGA is the combination of process and genre-based approach which provides learners with the understanding of the recursive writing process as well as the importance of context, writing purpose, and the genre features needed to construct a text from a genre pedagogy perspective. This study aims to explore EFL students’ perceptions on the use of a process genre approach (PGA) and the effect on their compositions in a 7th-grade class. The study adopted an Action Research (AR) design and the data was obtained from surveys and students’ compositions.
The overall findings of this study suggest that the implementation of the PGA in a 7th-grade class had a positive influence on students’ perceptions, who indicated that each stage of the approach was useful to write their composition. In terms of students’ compositions, the results showed a significant increase in all evaluated criteria (content, genre’s structure, vocabulary, grammar, and mechanics). Moreover, this study found that the PGA is a flexible approach that provides a wide range of scaffolding activities that might assist students according to their different needs in the development of their writing skills.
Description
Tesis (Magíster en Lingüística Aplicada al Inglés como Lengua Extranjera)--Pontificia Universidad Católica de Chile, 2022
Keywords
Writing, Process genre approach, Thematic analysis