ENHANCING VIETNAMESE LEARNERS’ ABILITY IN WRITING ARGUMENTATIVE ESSAYS

  • 31/03/2022
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Giới thiệu

THE CONTRIBUTIONS OF GENRE-BASED APPROACH TO WRITING HAVE BEEN PROVED IN MANY STUDIES IN DIFFERENT CONTEXTS. HOWEVER, EMPIRICAL EVIDENCE OF EFFECTS OF GENRE-BASED INSTRUCTION ON VIETNAMESE EFL LEARNERS IS RARE. THIS ARTICLE REPORTS THE RESULTS OF AN EXPERIMENTAL STUDY INVESTIGATING THE EFFECTS OF GENRE-BASED APPROACH ON VIETNAMESE LEARNERS’ ABILITY IN WRITING ARGUMENTATIVE ESSAYS. TWENTY EFL STUDENTS AT A COLLEGE IN A MEKONG DELTA PROVINCE OF VIETNAM PARTICIPATED IN THE STUDY. PARTICIPANTS WERE DIVIDED INTO TWO GROUPS, LABELED AS GROUP 1 AND GROUP 2; EACH GROUP WAS TAUGHT HOW TO WRITE ARGUMENTATIVE ESSAYS BY USING GENRE-BASED APPROACH AT TWO DIFFERENT POINTS OF TIME. PARTICIPANTS’ ABILITY IN WRITING ARGUMENTATIVE ESSAYS WAS MEASURED BY THREE WRITING TESTS: PRETEST, PROGRESS TEST, AND POST-TEST. PARTICIPANTS’ PERCEPTION TOWARDS THE USE OF GENRE-BASED APPROACH IN LEARNING ARGUMENTATIVE ESSAYS WAS COLLECTED VIA SEMI-STRUCTURED INTERVIEWS. RESULTS INDICATED THAT PARTICIPANTS FROM BOTH GROUPS SIGNIFICANTLY IMPROVED THEIR WRITING PERFORMANCE AFTER THE STUDY. RESULTS FROM THE INTERVIEWS SHOWED THAT PARTICIPANTS HELD A POSITIVE ATTITUDE TOWARDS THE CONTRIBUTIONS OF GENRE-BASED APPROACH TO THEIR ABILITY IN WRITING ARGUMENTATIVE ESSAYS.

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