LINGUIST List 30.2743
Fri Jul 12 2019
Diss: English; Language Acquisition: Kutay Uzan: ''Genre-Based Instruction and Genre-Focused Feedback: A Multiperspective Study on Writing Performance and the Psychology of Writing''
Editor for this issue: Sarah Robinson <srobinsonlinguistlist.org>
Date: 08-Jul-2019
From: Kutay Uzun <kutayuzun
trakya.edu.tr>
Subject: Genre-Based Instruction and Genre-Focused Feedback: A Multiperspective Study on Writing Performance and the Psychology of Writing
E-mail this message to a friend Institution: Çanakkale Onsekiz Mart University
Program: English Language Teaching
Dissertation Status: Completed
Degree Date: 2019
Author: Kutay Uzun
Dissertation Title: Genre-Based Instruction and Genre-Focused Feedback: A Multiperspective Study on Writing Performance and the Psychology of Writing
Linguistic Field(s): Language Acquisition
Subject Language(s):
English (eng) Dissertation Director:
Ece Zehir Topkaya
Dissertation Abstract:
This study aimed to find out if Genre-Based Instruction and Genre-Focused Feedback improved the mastery of the literary analysis essay as a genre, writing performance and the psychology of writing. Secondarily, the study aimed to discover if Genre-Focused Feedback, received as ‘Hand-Holding’ and ‘Bridging’, resulted in varying learning outcomes. The final aim of the study was to reveal learner and teacher perceptions regarding Genre Based Instruction and Genre-Focused Feedback.
An embedded mixed method design was utilized. Data were collected by means of a Genre-Based Literary Analysis Essay Scoring Rubric, context-adapted rating scales, guided reflection papers, face-to-face interviews, teacher diary entries and computational measurements of textual variables. The participants were 78 2nd year undergraduate students of English Language Teaching in a public university in Turkey. The participants were given a 12-Week intervention consisting of Genre-Based Instruction and Genre-Focused Feedback and during which they were asked to write 5 literary analysis essays. Each participant received Genre-Focused Feedback, in the form of ‘Hand-Holding’ or ‘Bridging’ and was asked to make revisions following the feedback. The measurements were taken upon the submission of the first essay as the pretest, the third essay as the midtest and the fifth essay as the posttest. At the end of the intervention, 20 participants were interviewed to reveal their retrospective perceptions.
Descriptive and inferential analyses were performed in the study. Essay scores, writing performance and writing psychology data were statistically compared to find out if there were differences among the pretest, midtest and posttest measurements. The interview data, reflection papers and teacher diaries were analyzed qualitatively to contribute to the quantitative data.
The findings showed that Genre-Based Instruction and Genre-Focused Feedback contributed positively to the mastery of the literary analysis essay as a genre, writing performance and writing psychology except that the lexical complexity levels of the participants remained unchanged throughout in the intervention. However, it was found out that receiving Genre-Focused Feedback as ‘Hand-Holding’ or ‘Bridging’ did not make any difference in the level of development among the participants. Lastly, both the participants’ and the teacher’s perceptions were found to have changed towards the positive from the beginning of the intervention to its end. The study was concluded by confirming the positive effects of Genre Based Instruction and Genre-Focused Feedback, also acknowledging that the degree of explicitness in genre-focused feedback did not result in different rates of learning.
Page Updated: 12-Jul-2019