The Effects of Genre-Based Instruction and Genre-Focused Feedback on L2 Writing Performance

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dc.contributor.authorUzun, Kutay
dc.contributor.authorTopkaya, Ece Zehir
dc.date.accessioned2025-01-27T21:05:42Z
dc.date.available2025-01-27T21:05:42Z
dc.date.issued2020
dc.departmentÇanakkale Onsekiz Mart Üniversitesi
dc.description.abstractAlthough Genre-Based Instruction (GBI) was proposed as a solution to L2 writing-related problems many years ago, its contribution to writing performance has not been extensively studied and the assessment instruments used in genre studies typically pertain to linguistic theories older than the Systemic Functional Linguistics (SFL). Moreover, even though a feedback typology suitable to genre-based contexts has been proposed, it has never been empirically tested. For these reasons, this study aimed to test the effects of GBI and Genre-Focused Feedback (GFF) over the period of one semester with a genre-based assessment instrument. Secondly, the study aimed to find out if providing GFF as Hand Holding or Bridging made any difference in the development of the mastery of the literary analysis essay. The findings showed that there was an improvement in the mastery of the genre as confirmed by an embedded mixed methods design. The type of GFF made no difference in the development of the mastery of the genre. The results suggested that GBI and GFF can be integrated into content courses to increase both content and course-related genre knowledge.
dc.identifier.doi10.1080/10573569.2019.1661317
dc.identifier.endpage461
dc.identifier.issn1057-3569
dc.identifier.issn1521-0693
dc.identifier.issue5
dc.identifier.scopus2-s2.0-85073993396
dc.identifier.scopusqualityQ1
dc.identifier.startpage438
dc.identifier.urihttps://doi.org/10.1080/10573569.2019.1661317
dc.identifier.urihttps://hdl.handle.net/20.500.12428/27764
dc.identifier.volume36
dc.identifier.wosWOS:000486843400001
dc.identifier.wosqualityQ4
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherRoutledge Journals, Taylor & Francis Ltd
dc.relation.ispartofReading & Writing Quarterly
dc.relation.publicationcategoryinfo:eu-repo/semantics/openAccess
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.snmzKA_WoS_20250125
dc.subjectWritten Corrective Feedback
dc.subjectEnglish
dc.subjectLanguage
dc.subjectError
dc.subjectStudents
dc.subjectKnowledge
dc.subjectAccuracy
dc.subjectPedagogy
dc.subjectWriters
dc.titleThe Effects of Genre-Based Instruction and Genre-Focused Feedback on L2 Writing Performance
dc.typeArticle

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