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

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dc.authoridUzun, Kutay/0000-0002-8434-0832
dc.authorwosidUzun, Kutay/P-8767-2017
dc.contributor.authorUzun, Kutay
dc.contributor.authorTopkaya, Ece Zehir
dc.date.accessioned2024-06-12T11:20:14Z
dc.date.available2024-06-12T11:20:14Z
dc.date.issued2020
dc.departmentTrakya Üniversitesien_US
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.en_US
dc.identifier.doi10.1080/10573569.2019.1661317
dc.identifier.endpage461en_US
dc.identifier.issn1057-3569
dc.identifier.issn1521-0693
dc.identifier.issue5en_US
dc.identifier.scopus2-s2.0-85073993396en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.startpage438en_US
dc.identifier.urihttps://doi.org/10.1080/10573569.2019.1661317
dc.identifier.urihttps://hdl.handle.net/20.500.14551/25505
dc.identifier.volume36en_US
dc.identifier.wosWOS:000486843400001en_US
dc.identifier.wosqualityQ4en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherRoutledge Journals, Taylor & Francis Ltden_US
dc.relation.ispartofReading & Writing Quarterlyen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectWritten Corrective Feedbacken_US
dc.subjectEnglishen_US
dc.subjectLanguageen_US
dc.subjectErroren_US
dc.subjectStudentsen_US
dc.subjectKnowledgeen_US
dc.subjectAccuracyen_US
dc.subjectPedagogyen_US
dc.subjectWritersen_US
dc.titleThe Effects of Genre-Based Instruction and Genre-Focused Feedback on L2 Writing Performanceen_US
dc.typeArticleen_US

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