Towards Enhancing EFL Academic Literacy : The Effect of Genre-Based Instruction on Summary-Response Writing
- Autores
- Dalla Costa, Natalia
- Año de publicación
- 2012
- Idioma
- inglés
- Tipo de recurso
- tesis de maestría
- Estado
- versión publicada
- Colaborador/a o director/a de tesis
- Morra, Ana María
- Descripción
- This study investigates the effect of genre-based instruction on the process of teaching summary-response writing to EFL university students at an advanced level of language proficiency. A quasi-experimental research design (one-group pre- and post-test) was followed and quantitative and qualitative methods to collect and analyse the data were employed. The participants were one instructor, two raters and an intact group of 46 EFL students attending the fourth year of five-year Teacher Training, Licentiate and Translation Studies Programmes in an Argentinian university. The subjects were administered a pre-test requesting them to write a summary-response before instruction. After a ten-week period of instruction following the genre-based approach, a post-test was administered. Two independent raters scored students’ summary-responses using an analytic scoring scale designed for this study. The quantitative data collected from the tests were analysed using two statistical tests, namely, Cohen’s Simple Unweighted Coefficient and Wilcoxon Rank Sums (matched pairs). Results indicated that the difference in means between pre- and post-test scores was statistically significant. The information gathered was triangulated with the analysis of summary-response writing strategies carried out by the researcher, the data provided by pre- and post-study questionnaires and self-assessment checklists administered to the students, and interviews held with the instructor. The results provided by these measures support the hypothesis that genre-based instruction is an effective pedagogical tool to teach summary-response writing to EFL university students at an advanced level of language proficiency.
- Materia
-
Inglés
Lengua extranjera
Enseñanza de segundas lenguas
Escritura - Nivel de accesibilidad
- acceso abierto
- Condiciones de uso
- Repositorio
- Institución
- Universidad Nacional de Córdoba
- OAI Identificador
- oai:rdu.unc.edu.ar:11086/471
Ver los metadatos del registro completo
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Towards Enhancing EFL Academic Literacy : The Effect of Genre-Based Instruction on Summary-Response WritingDalla Costa, NataliaInglésLengua extranjeraEnseñanza de segundas lenguasEscrituraThis study investigates the effect of genre-based instruction on the process of teaching summary-response writing to EFL university students at an advanced level of language proficiency. A quasi-experimental research design (one-group pre- and post-test) was followed and quantitative and qualitative methods to collect and analyse the data were employed. The participants were one instructor, two raters and an intact group of 46 EFL students attending the fourth year of five-year Teacher Training, Licentiate and Translation Studies Programmes in an Argentinian university. The subjects were administered a pre-test requesting them to write a summary-response before instruction. After a ten-week period of instruction following the genre-based approach, a post-test was administered. Two independent raters scored students’ summary-responses using an analytic scoring scale designed for this study. The quantitative data collected from the tests were analysed using two statistical tests, namely, Cohen’s Simple Unweighted Coefficient and Wilcoxon Rank Sums (matched pairs). Results indicated that the difference in means between pre- and post-test scores was statistically significant. The information gathered was triangulated with the analysis of summary-response writing strategies carried out by the researcher, the data provided by pre- and post-study questionnaires and self-assessment checklists administered to the students, and interviews held with the instructor. The results provided by these measures support the hypothesis that genre-based instruction is an effective pedagogical tool to teach summary-response writing to EFL university students at an advanced level of language proficiency.Morra, Ana María2012-11-13info:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_bdccinfo:ar-repo/semantics/tesisDeMaestriaapplication/pdfapplication/pdfhttp://hdl.handle.net/11086/471enginfo:eu-repo/semantics/openAccessreponame:Repositorio Digital Universitario (UNC)instname:Universidad Nacional de Córdobainstacron:UNC2025-09-04T12:34:15Zoai:rdu.unc.edu.ar:11086/471Institucionalhttps://rdu.unc.edu.ar/Universidad públicaNo correspondehttp://rdu.unc.edu.ar/oai/snrdoca.unc@gmail.comArgentinaNo correspondeNo correspondeNo correspondeopendoar:25722025-09-04 12:34:16.204Repositorio Digital Universitario (UNC) - Universidad Nacional de Córdobafalse |
dc.title.none.fl_str_mv |
Towards Enhancing EFL Academic Literacy : The Effect of Genre-Based Instruction on Summary-Response Writing |
title |
Towards Enhancing EFL Academic Literacy : The Effect of Genre-Based Instruction on Summary-Response Writing |
spellingShingle |
Towards Enhancing EFL Academic Literacy : The Effect of Genre-Based Instruction on Summary-Response Writing Dalla Costa, Natalia Inglés Lengua extranjera Enseñanza de segundas lenguas Escritura |
title_short |
Towards Enhancing EFL Academic Literacy : The Effect of Genre-Based Instruction on Summary-Response Writing |
title_full |
Towards Enhancing EFL Academic Literacy : The Effect of Genre-Based Instruction on Summary-Response Writing |
title_fullStr |
Towards Enhancing EFL Academic Literacy : The Effect of Genre-Based Instruction on Summary-Response Writing |
title_full_unstemmed |
Towards Enhancing EFL Academic Literacy : The Effect of Genre-Based Instruction on Summary-Response Writing |
title_sort |
Towards Enhancing EFL Academic Literacy : The Effect of Genre-Based Instruction on Summary-Response Writing |
dc.creator.none.fl_str_mv |
Dalla Costa, Natalia |
author |
Dalla Costa, Natalia |
author_facet |
Dalla Costa, Natalia |
author_role |
author |
dc.contributor.none.fl_str_mv |
Morra, Ana María |
dc.subject.none.fl_str_mv |
Inglés Lengua extranjera Enseñanza de segundas lenguas Escritura |
topic |
Inglés Lengua extranjera Enseñanza de segundas lenguas Escritura |
dc.description.none.fl_txt_mv |
This study investigates the effect of genre-based instruction on the process of teaching summary-response writing to EFL university students at an advanced level of language proficiency. A quasi-experimental research design (one-group pre- and post-test) was followed and quantitative and qualitative methods to collect and analyse the data were employed. The participants were one instructor, two raters and an intact group of 46 EFL students attending the fourth year of five-year Teacher Training, Licentiate and Translation Studies Programmes in an Argentinian university. The subjects were administered a pre-test requesting them to write a summary-response before instruction. After a ten-week period of instruction following the genre-based approach, a post-test was administered. Two independent raters scored students’ summary-responses using an analytic scoring scale designed for this study. The quantitative data collected from the tests were analysed using two statistical tests, namely, Cohen’s Simple Unweighted Coefficient and Wilcoxon Rank Sums (matched pairs). Results indicated that the difference in means between pre- and post-test scores was statistically significant. The information gathered was triangulated with the analysis of summary-response writing strategies carried out by the researcher, the data provided by pre- and post-study questionnaires and self-assessment checklists administered to the students, and interviews held with the instructor. The results provided by these measures support the hypothesis that genre-based instruction is an effective pedagogical tool to teach summary-response writing to EFL university students at an advanced level of language proficiency. |
description |
This study investigates the effect of genre-based instruction on the process of teaching summary-response writing to EFL university students at an advanced level of language proficiency. A quasi-experimental research design (one-group pre- and post-test) was followed and quantitative and qualitative methods to collect and analyse the data were employed. The participants were one instructor, two raters and an intact group of 46 EFL students attending the fourth year of five-year Teacher Training, Licentiate and Translation Studies Programmes in an Argentinian university. The subjects were administered a pre-test requesting them to write a summary-response before instruction. After a ten-week period of instruction following the genre-based approach, a post-test was administered. Two independent raters scored students’ summary-responses using an analytic scoring scale designed for this study. The quantitative data collected from the tests were analysed using two statistical tests, namely, Cohen’s Simple Unweighted Coefficient and Wilcoxon Rank Sums (matched pairs). Results indicated that the difference in means between pre- and post-test scores was statistically significant. The information gathered was triangulated with the analysis of summary-response writing strategies carried out by the researcher, the data provided by pre- and post-study questionnaires and self-assessment checklists administered to the students, and interviews held with the instructor. The results provided by these measures support the hypothesis that genre-based instruction is an effective pedagogical tool to teach summary-response writing to EFL university students at an advanced level of language proficiency. |
publishDate |
2012 |
dc.date.none.fl_str_mv |
2012-11-13 |
dc.type.none.fl_str_mv |
info:eu-repo/semantics/masterThesis info:eu-repo/semantics/publishedVersion http://purl.org/coar/resource_type/c_bdcc info:ar-repo/semantics/tesisDeMaestria |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.none.fl_str_mv |
http://hdl.handle.net/11086/471 |
url |
http://hdl.handle.net/11086/471 |
dc.language.none.fl_str_mv |
eng |
language |
eng |
dc.rights.none.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf application/pdf |
dc.source.none.fl_str_mv |
reponame:Repositorio Digital Universitario (UNC) instname:Universidad Nacional de Córdoba instacron:UNC |
reponame_str |
Repositorio Digital Universitario (UNC) |
collection |
Repositorio Digital Universitario (UNC) |
instname_str |
Universidad Nacional de Córdoba |
instacron_str |
UNC |
institution |
UNC |
repository.name.fl_str_mv |
Repositorio Digital Universitario (UNC) - Universidad Nacional de Córdoba |
repository.mail.fl_str_mv |
oca.unc@gmail.com |
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1842349675380736000 |
score |
13.13397 |