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Journal of English Language Teaching and Learning، جلد ۱۴، شماره ۲۹، صفحات ۹۹-۱۱۷
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عنوان انگلیسی The Impact of Genre-based Instruction on Academic Writing & Self-efficacy: The Case of Graduate Students’ Thesis Proposal
چکیده انگلیسی مقاله This study was conducted to explore the effects of genre-based writing instruction on thesis proposal writing self-efficacy and writing quality. Twenty-two graduate students majoring in Teaching English as a Foreign Language participated in the study. Drawing on Bandura's (2006) guidelines, we developed a proposal writing self-efficacy questionnaire, which students completed at the beginning of the semester and the end of one semester. They wrote a preliminary proposal at the beginning of the semester, that is, before being exposed to a genre-based approach. For one semester the students’ awareness was raised concerning the generic structures of the sections included in the thesis proposal and relevant lexico-grammatical features were highlighted. Students initially showed strong writing self-efficacy, which significantly increased at the end of the semester. They also showed remarkably significant improvement in their proposal writing skills. Students’ pre-instruction skills perception was higher than their proposal quality, which may be attributed to their lack of knowledge of academic writing conventions. However, after receiving genre-based instruction, their proposal quality surpassed their level of self-efficacy. The results of this study are discussed, and implications of the study are provided.
کلیدواژه‌های انگلیسی مقاله academic writing self-efficacy, genre-based instruction, self-efficacy questionnaire, TEFL graduate students, thesis proposal writing skills
نویسندگان مقاله Mohammad Hossein Ghane |
English Language and Literature Department, Yazd University, Yazd, Iran.

Golnar Mazdayasna |
English Language and Literature Department, Yazd University, Yazd, Iran.

نشانی اینترنتی https://elt.tabrizu.ac.ir/article_14070_6da43af7ae55056b5bfb54232ed149b6.pdf
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