Genre-based writing instruction blended with an online writing tutorial system for the development of academic writing

Wei Chen Hsu, Gi-Zen Liu

Research output: Contribution to journalArticle

Abstract

Academic writing training in various forms has been developed to enhance writing knowledge and skills for graduate students at universities. However, few studies have targeted comparative learning analysis of the Introduction and Method sections in terms of genre structure and language use with the support of technology in the humanities and social sciences contexts. The present study designed a 13-week blended English genre-based writing instruction (GBWI) workshop with an online writing tutorial system - EJP-Write, in conjunction with the peer review and discovery-based learning approaches. This GBWI workshop was designed to help twenty-five graduate students from nine fields of the humanities and social sciences disciplines enhance their genre structure and language use of the Introduction and Method sections in academic writing. The results showed that although the participants benefited from GBWI, their improvements were not significant. The students further reported that the EJP-Write coupled with the peer review and discovery-based learning activities did not completely meet their requirements and anticipations. Overall, this study contributes to aid scholars and educators in better understanding how English as a foreign language (EFL) graduate students respond to GBWI with an integrated system for developing the knowledge and skills of academic writing. Moreover, these preliminary results can be used as guidance to further strengthen the effectiveness and efficiency of future GBWI research.

Original languageEnglish
Pages (from-to)100-123
Number of pages24
JournalDigital Scholarship in the Humanities
Volume34
Issue number1
DOIs
Publication statusPublished - 2019 Jan 1

Fingerprint

writing instruction
genre
Students
Social sciences
graduate
peer review
Technical presentations
student
social science
learning
integrated system
language
Online Writing
Writing Instruction
Academic Writing
foreign language
educator
efficiency
university

All Science Journal Classification (ASJC) codes

  • Information Systems
  • Language and Linguistics
  • Linguistics and Language
  • Computer Science Applications

Cite this

@article{18a368644d0d4a8f9d0fa1978f54dbde,
title = "Genre-based writing instruction blended with an online writing tutorial system for the development of academic writing",
abstract = "Academic writing training in various forms has been developed to enhance writing knowledge and skills for graduate students at universities. However, few studies have targeted comparative learning analysis of the Introduction and Method sections in terms of genre structure and language use with the support of technology in the humanities and social sciences contexts. The present study designed a 13-week blended English genre-based writing instruction (GBWI) workshop with an online writing tutorial system - EJP-Write, in conjunction with the peer review and discovery-based learning approaches. This GBWI workshop was designed to help twenty-five graduate students from nine fields of the humanities and social sciences disciplines enhance their genre structure and language use of the Introduction and Method sections in academic writing. The results showed that although the participants benefited from GBWI, their improvements were not significant. The students further reported that the EJP-Write coupled with the peer review and discovery-based learning activities did not completely meet their requirements and anticipations. Overall, this study contributes to aid scholars and educators in better understanding how English as a foreign language (EFL) graduate students respond to GBWI with an integrated system for developing the knowledge and skills of academic writing. Moreover, these preliminary results can be used as guidance to further strengthen the effectiveness and efficiency of future GBWI research.",
author = "Hsu, {Wei Chen} and Gi-Zen Liu",
year = "2019",
month = "1",
day = "1",
doi = "10.1093/llc/fqy021",
language = "English",
volume = "34",
pages = "100--123",
journal = "Digital Scholarship in the Humanities",
issn = "2055-7671",
publisher = "Oxford University Press",
number = "1",

}

Genre-based writing instruction blended with an online writing tutorial system for the development of academic writing. / Hsu, Wei Chen; Liu, Gi-Zen.

In: Digital Scholarship in the Humanities, Vol. 34, No. 1, 01.01.2019, p. 100-123.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Genre-based writing instruction blended with an online writing tutorial system for the development of academic writing

AU - Hsu, Wei Chen

AU - Liu, Gi-Zen

PY - 2019/1/1

Y1 - 2019/1/1

N2 - Academic writing training in various forms has been developed to enhance writing knowledge and skills for graduate students at universities. However, few studies have targeted comparative learning analysis of the Introduction and Method sections in terms of genre structure and language use with the support of technology in the humanities and social sciences contexts. The present study designed a 13-week blended English genre-based writing instruction (GBWI) workshop with an online writing tutorial system - EJP-Write, in conjunction with the peer review and discovery-based learning approaches. This GBWI workshop was designed to help twenty-five graduate students from nine fields of the humanities and social sciences disciplines enhance their genre structure and language use of the Introduction and Method sections in academic writing. The results showed that although the participants benefited from GBWI, their improvements were not significant. The students further reported that the EJP-Write coupled with the peer review and discovery-based learning activities did not completely meet their requirements and anticipations. Overall, this study contributes to aid scholars and educators in better understanding how English as a foreign language (EFL) graduate students respond to GBWI with an integrated system for developing the knowledge and skills of academic writing. Moreover, these preliminary results can be used as guidance to further strengthen the effectiveness and efficiency of future GBWI research.

AB - Academic writing training in various forms has been developed to enhance writing knowledge and skills for graduate students at universities. However, few studies have targeted comparative learning analysis of the Introduction and Method sections in terms of genre structure and language use with the support of technology in the humanities and social sciences contexts. The present study designed a 13-week blended English genre-based writing instruction (GBWI) workshop with an online writing tutorial system - EJP-Write, in conjunction with the peer review and discovery-based learning approaches. This GBWI workshop was designed to help twenty-five graduate students from nine fields of the humanities and social sciences disciplines enhance their genre structure and language use of the Introduction and Method sections in academic writing. The results showed that although the participants benefited from GBWI, their improvements were not significant. The students further reported that the EJP-Write coupled with the peer review and discovery-based learning activities did not completely meet their requirements and anticipations. Overall, this study contributes to aid scholars and educators in better understanding how English as a foreign language (EFL) graduate students respond to GBWI with an integrated system for developing the knowledge and skills of academic writing. Moreover, these preliminary results can be used as guidance to further strengthen the effectiveness and efficiency of future GBWI research.

UR - http://www.scopus.com/inward/record.url?scp=85066335784&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85066335784&partnerID=8YFLogxK

U2 - 10.1093/llc/fqy021

DO - 10.1093/llc/fqy021

M3 - Article

VL - 34

SP - 100

EP - 123

JO - Digital Scholarship in the Humanities

JF - Digital Scholarship in the Humanities

SN - 2055-7671

IS - 1

ER -