The Effect of System-Nested, Genre-Oriented, Structurally-Mediated Writing Instruction on Academic Writing Motivation of Iranian EFL Learners مقالة

مؤلف: Amjadiparvar، Alireza ؛ Maftoon، Parviz ؛ Yazdanimoghaddam، Massood ؛

Applied Research on English Language November 2018، Volume 7 - Number 4 التصنيف: العلمية - البحثية/ISC (‎30 صفحة - من 569 إلی 598 )

الکلمات المفتاحية: Writing Motivation Genre System Oriented Nested Structurally mediated Model of Writing Instruction

خلاصة:

The present study set out to investigate the effect of a newly-developed model of writing instruction in comparison with Swalesian genre approach, and the traditionally-favored product-oriented approach on Academic Writing Motivation of Iranian EFL learners. The devised model was called System-Nested, Genre-Oriented, Structurally-Mediated Model of Writing Instruction. Next, with a quasi-experimental design, three groups of learners received writing instruction via traditionally-favored product-oriented approach (N = 8), Swales’ genre-based approach (N = 8), and the newly-developed model (N = 7). The participants received an academic writing motivation questionnaire prior and subsequent to their treatments as pretest and posttest. The results of ANCOVA revealed that the participants in the newly developed model group outperformed the other two groups on the posttest of writing motivation. Additionally, the learners in the Swalesian genre approach group performed significantly better than those in the product-oriented approach group. Language teachers are encouraged to incorporate the system-nested, genre-oriented, structurally-mediated model of writing instruction or other genre-based models to improve learners’ academic writing motivation.

ملخص الجهاز:

Received: 2019/01/30 Accepted: 2019/02/20 Abstract: The present study set out to investigate the effect of a newly-developed model of writing instruction in comparison with Swalesian genre approach, and the traditionally-favored product-oriented approach on Academic Writing Motivation of Iranian EFL learners. Writing in general and academic writing in particular are considered to be the main language skills and have been the focus of many recent studies (Al-Khatib, 2017; Alipanahi, 2015; Bonyadi, 2014; Kennelly, 2017; khodabakhshzadeh & Samadi, 2018; Lai, 2015; Melissourgoua & Frantzi, 2015; Nova, 2018; Tabatabaei & Radi, 2012). Searching the literature in the domain of genre-analytic studies reveals that three broad approaches to genre have been adopted, and each of these research traditions has trodden a disparate theoretical and pedagogical path (Hyon, 1996; Johns, 2002):  Sydney School in Australia: Systemic Functional Linguistics  North American Composition Context: New Rhetoric, and  English for Specific Purposes What creates the core of unity among these three approaches is that they all reject the conceptions of language and language instruction as a purely behavioral and psycholinguistic process (Gebhard & Harman, 2011). After developing the model, the purpose of the present study was to answer the following research questions: RQ1: Does the employment of the newly-developed genre model have any statistically significant effect on the writing motivation of EFL learners in Iran compared with the control group? More specifically, the study aimed at probing if the employment of the newly-developed genre model has any statistically significant effect on the academic writing motivation of EFL learners in Iran compared with the control group.

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