Enhancing Argumentative Writing Skills via the Process-Genre based Approach: A Quasi-Experimental Study among University Students in Ecuador
Palabras clave:
English as a Foreign Language (EFL) learners, Process-Genre based Approach, Writing Instruction Scaffolding, Argumentative Writing Skills
Resumen
This research project sought to examine the influence of the process-genre based approach on the enhancement of argumentative writing skills among B2 level English as a Foreign Language (EFL) learners at the Language Center of UNIANDES-CTT de los Andes University. Through a quasi-experimental design, a population of 45 participants was separated into two groups: the experimental group comprising 23 students and the control group consisting of 22 students. Pre and post-tests, modeled after the essay writing section of the FCE standardized Cambridge Exam, were administered and assessed based on four criteria (Content, Communicative achievement, Organization, and Language) in alignment with the B2 level rubric. By employing a mixed research methodology, this study integrated quantitative analysis of test outcomes with qualitative inquiry to derive insights from result interpretation, culminating in conclusions drawn from a comprehensive understanding of the broader context and participants' experiences. Statistical analysis through paired t-tests substantiated that the experimental group demonstrated notably superior progress in argumentative written expression, thereby corroborating the alternative hypothesis. The results underscored the efficacy of the process-genre based approach in improving students' proficiency in argumentative writing. Significantly, this approach furnished scaffolding for writing instruction, facilitating the formulation and execution of coherent and cohesive argumentative essays. It boosted learners' confidence and self-esteem, while also refining strategic planning, organizational, and meticulous editing skills. In conclusion, the integration of the process-genre based approach positively influenced students' writing capabilities, underscoring its pivotal role in skill cultivation and fostering an enriching environment for refining argumentative writing competencies.
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Babalola, H. A. L. (2012). Effects of process-genre based approach on the written English performance of computer science students in a Nigerian polytechnic. Journal of Education and Practice, 3(6), 1-7.
https://www.iiste.org/Journals/index.php/JEP/article/view/1630/1583
Badger, R, & White, B. (2000). A process genre approach to teaching writing. ELT Journal, 54(2), 153-160. https://doi.org/10.1093/elt/54.2.153
Bereiter, C., & Scardamalia, M. (1987). The psychology of written composition. Hillsdale, NJ: Erlbaum. http://bit.ly/3RNwKOd
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Bruner, J. (1978). The role of dialogue in language acquisition. The child’s conception of language, 2. https://shorturl.at/ipDMV
Byram, M. (2020). Teaching and assessing intercultural communicative competence: Revisited. Multilingual Matters. https://bit.ly/48isrQV
Chala Bejarano, P. A., & Chapetón, C. M. (2013). The role of genre-based activities in the writing of argumentative essays in EFL. Profile Issues in Teachers Professional Development, 15(2), 127-147.
http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S165707902013000200009&lng=en&nrm=iso
Cook, T. D., Campbell, D. T., & Day, A. (1979). Quasi-experimentation: Design & analysis issues for field settings (Vol. 351). Boston: Houghton Mifflin. https://bit.ly/3NAEmRz
Cook, T. D., Campbell, D. T., & Shadish, W. (2002). Experimental and quasi-experimental designs for generalized causal inference (Vol. 1195). Boston, MA: Houghton Mifflin. https://bit.ly/3Tv1AfO
Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications. https://bit.ly/3ROdKz0
Degaga, D. E. (2018). Investigating the Effects of Process-genre Approach on EFL Students Writing Ability. Research on Humanities and Social Sciences, 8(9), 51-56.
https://www.iiste.org/Journals/index.php/RHSS/article/viewFile/42588/43856
Dudley-Evans, T., & St John, M. J. (1998). Developments in English for specific purposes: A multi-disciplinary approach. Cambridge university press. https://bit.ly/3uYpaXW
Da Silva Santos , F., & López Vargas , R. (2020). Efecto del Estrés en la Función Inmune en Pacientes con Enfermedades Autoinmunes: una Revisión de Estudios Latinoamericanos. Revista Científica De Salud Y Desarrollo Humano, 1(1), 46–59.
https://doi.org/10.61368/r.s.d.h.v1i1.9
Education First. (2021). EF EPI EF English Proficiency Index. A Ranking of 112Countries and Regions by English Skills. Education First.
https://www.ef.com/assetscdn/WIBIwq6RdJvcD9bc8RMd/cefcom-epi-site/reports/2021/ef-epi-2021-english.pdf
Fisher, R. A., & Yates, F. (1938). Statistical tables for biological, agricultural aad medical research. Statistical tables for biological, agricultural aad medical research.
https://bit.ly/41vhXuF
Flower, L., & Hayes, J. R. (1981). A cognitive process theory of writing. College composition and communication, 32(4), 365-387. https://doi.org/10.2307/356600
Freedman, S. 1992. Outside-in and inside-out: peer response groups in two ninth- grade classes. Research in the Teaching of English, 26(1): 71-107. https://www.jstor.org/stable/40171295
Gao, J. (2007). Teaching writing in Chinese universities: Finding an eclectic approach. Asian EFL Journal, 20(2), 285-297. https://www.asian-efl-journal.com/monthly-editions-new/teaching-writing-in-chinese-universities-finding-an-eclectic-approach/index.htm
Gardner, R. (1985). Social Psychology and Second Language Learning. The Role of Attitudes and Motivation. Edward Arnold.
Graham, S., & Harris, K. R. (1997). It can be taught, but it does not develop naturally: Myths and realities in writing instruction. School Psychology Review, 26(3), 414-424. https://doi.org/10.1080/02796015.1997.12085875
Huang, Y., & Zhang, L. (2020). Does a process-genre approach help improve students’ argumentative writing in English as a foreign language? Findings from an intervention study. Reading & Writing Quarterly, 36(4), 339-364. https://doi.org/10.1080/10573569.2019.1649223
Huang, Y., & Zhang, L. J. (2022). Facilitating L2 writers’ metacognitive strategy use in argumentative writing using a process-genre approach. Frontiers in Psychology, 13, 1036831.
https://doi.org/10.3389/fpsyg.2022.1036831
Hyland, K. (2019). Second language writing. Cambridge university press. https://bit.ly/475xkuQ
Kachru, B. B. (1992). World Englishes: Approaches, issues and resources. Language teaching, 25(1), 1-14. https://doi.org/10.1017/S0261444800006583
Kothary, C. (2004). Research Methodology: Methods and Techniques. New age international publishers. https://bit.ly/3Rv0OwB
Miller, R. M., Chan, C. D., & Farmer, L. B. (2018). Interpretative phenomenological analysis: A contemporary qualitative approach. Counselor Education and Supervision, 57(4), 240-254. https://doi.org/10.1002/ceas.12114
Mineduc, Ministerio de Educación del Ecuador. (2009). El proyecto CRADLE: Informe final.
Ministerio de Educación del Ecuador. (2016). ACUERDO Nro. MINEDUC-ME-2016-00020-A. Acuerdo Nro. MINEDUC-ME-2016-00020-A.
https://educacion.gob.ec/wp-content/uploads/downloads/2016/02/MINEDUC-ME-2016-00020-A.pdf
Martínez, O., Aranda , R., Barreto , E., Fanego , J., Fernández , A., López , J., Medina , J., Meza , M., Muñoz , D., & Urbieta , J. (2024). Los tipos de discriminación laboral en las ciudades de Capiatá y San Lorenzo. Arandu UTIC, 11(1), 77–95. Recuperado a partir de
https://www.uticvirtual.edu.py/revista.ojs/index.php/revistas/article/view/179
Nolen, S., Horn, I., & Ward, C. (2015). Situating motivation. Educational Psychologist,50(3), 234-247. https://doi.org/10.1080/00461520.2015.1075399
Ortega, D., & Fernández, R. (2017). La educación Ecuatoriana en Inglés: Nivel de dominio y competencias lingüísticas de los estudiantes rurales. Revista Scientific, 2(6), 52-73. https://doi.org/10.29394/scientific.issn.2542-2987.2017.2.6.3.52-73
Ortega Delgado, D. A., Ochoa Rojas, M. C., & Sierra Olea, J. M. (2024). Episodio depresivo mayor de características catatónicas: Reporte de caso. Revista Científica De Salud Y Desarrollo Humano, 5(1), 69–83. https://doi.org/10.61368/r.s.d.h.v5i1.75
Pujianto, D., Emilia, E., & Ihrom, S. M. (2014). A process-genre approach to teaching writing report text to senior high school students. Indonesian Journal of Applied Linguistics, 4(1), 99-110. https://doi.org/10.17509/ijal.v4i1.603
Sevy, J., Recino, U., & Munoz, C. (2020). Factors affecting English language teaching in public schools in Ecuador. International Journal of Learning, Teaching and Educational Research, 19(3), 276-294. https://doi.org/10.26803/ijlter.19.3.15
Spratt, M., Pulverness, A., & Williams, M. (2011). The Teaching Knowledge Test Course. UK Cambridge University Press. https://bit.ly/4aoxxfM
Stanovich, K. (2011). Rationality and the reflective mind. Oxford University Press, USA. https://bit.ly/4auSLbJ
Swales, J. M., & Swales, J. (1990). Genre analysis: English in academic and research settings. Cambridge university press. https://bit.ly/41s4fZw
Silva-Conde, D. I., Fuentes-Gavilanez, M. J., Valencia-Murillo, E. V., & Lluguin Valdiviezo, A. F. (2024). Análisis crítico: el principio de legalidad y juridicidad en el proceso administrativo. Estudios Y Perspectivas Revista Científica Y Académica , 4(1), 328–349. https://doi.org/10.61384/r.c.a.v4i1.102
Silva-Conde, D. I., Fuentes-Gavilanez, M. J., Valencia-Murillo, E. V., & Lluguin Valdiviezo, A. F. (2024). Análisis crítico: el principio de legalidad y juridicidad en el proceso administrativo. Estudios Y Perspectivas Revista Científica Y Académica , 4(1), 328–349. https://doi.org/10.61384/r.c.a.v4i1.103
Tribble, C. 1996. Writing. Oxford University Press. https://bit.ly/3Rw5NNu
van Eemeren, F. H., Garssen, B., Krabbe, E. C. W., Snoeck Henkemans, A. F., Ver-heij, B., & Wagemans, J. H. M. (2013). Handbook of argumentation theory. Dordrecht, the Netherlands: Heidelberg. https://bit.ly/3TCYfeq
Walton, D., Reed, C., & Macagno, F. (2008). Argumentation schemes. Cambridge University Press. https://shorturl.at/txyGZ
https://doi.org/10.21070/jees.v4i2.2598
Babalola, H. A. L. (2012). Effects of process-genre based approach on the written English performance of computer science students in a Nigerian polytechnic. Journal of Education and Practice, 3(6), 1-7.
https://www.iiste.org/Journals/index.php/JEP/article/view/1630/1583
Badger, R, & White, B. (2000). A process genre approach to teaching writing. ELT Journal, 54(2), 153-160. https://doi.org/10.1093/elt/54.2.153
Bereiter, C., & Scardamalia, M. (1987). The psychology of written composition. Hillsdale, NJ: Erlbaum. http://bit.ly/3RNwKOd
Bravo, J., Intriago, E., Holguín, J., Garzón, G., & Arcia, L. (2017). Motivation and autonomy in learning English as foreign language: A case study of Ecuadorian college students. English Language Teaching, 10(2), 100-113. https://doi.org/10.5539/elt.v10n2p100
Bruner, J. (1978). The role of dialogue in language acquisition. The child’s conception of language, 2. https://shorturl.at/ipDMV
Byram, M. (2020). Teaching and assessing intercultural communicative competence: Revisited. Multilingual Matters. https://bit.ly/48isrQV
Chala Bejarano, P. A., & Chapetón, C. M. (2013). The role of genre-based activities in the writing of argumentative essays in EFL. Profile Issues in Teachers Professional Development, 15(2), 127-147.
http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S165707902013000200009&lng=en&nrm=iso
Cook, T. D., Campbell, D. T., & Day, A. (1979). Quasi-experimentation: Design & analysis issues for field settings (Vol. 351). Boston: Houghton Mifflin. https://bit.ly/3NAEmRz
Cook, T. D., Campbell, D. T., & Shadish, W. (2002). Experimental and quasi-experimental designs for generalized causal inference (Vol. 1195). Boston, MA: Houghton Mifflin. https://bit.ly/3Tv1AfO
Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications. https://bit.ly/3ROdKz0
Degaga, D. E. (2018). Investigating the Effects of Process-genre Approach on EFL Students Writing Ability. Research on Humanities and Social Sciences, 8(9), 51-56.
https://www.iiste.org/Journals/index.php/RHSS/article/viewFile/42588/43856
Dudley-Evans, T., & St John, M. J. (1998). Developments in English for specific purposes: A multi-disciplinary approach. Cambridge university press. https://bit.ly/3uYpaXW
Da Silva Santos , F., & López Vargas , R. (2020). Efecto del Estrés en la Función Inmune en Pacientes con Enfermedades Autoinmunes: una Revisión de Estudios Latinoamericanos. Revista Científica De Salud Y Desarrollo Humano, 1(1), 46–59.
https://doi.org/10.61368/r.s.d.h.v1i1.9
Education First. (2021). EF EPI EF English Proficiency Index. A Ranking of 112Countries and Regions by English Skills. Education First.
https://www.ef.com/assetscdn/WIBIwq6RdJvcD9bc8RMd/cefcom-epi-site/reports/2021/ef-epi-2021-english.pdf
Fisher, R. A., & Yates, F. (1938). Statistical tables for biological, agricultural aad medical research. Statistical tables for biological, agricultural aad medical research.
https://bit.ly/41vhXuF
Flower, L., & Hayes, J. R. (1981). A cognitive process theory of writing. College composition and communication, 32(4), 365-387. https://doi.org/10.2307/356600
Freedman, S. 1992. Outside-in and inside-out: peer response groups in two ninth- grade classes. Research in the Teaching of English, 26(1): 71-107. https://www.jstor.org/stable/40171295
Gao, J. (2007). Teaching writing in Chinese universities: Finding an eclectic approach. Asian EFL Journal, 20(2), 285-297. https://www.asian-efl-journal.com/monthly-editions-new/teaching-writing-in-chinese-universities-finding-an-eclectic-approach/index.htm
Gardner, R. (1985). Social Psychology and Second Language Learning. The Role of Attitudes and Motivation. Edward Arnold.
Graham, S., & Harris, K. R. (1997). It can be taught, but it does not develop naturally: Myths and realities in writing instruction. School Psychology Review, 26(3), 414-424. https://doi.org/10.1080/02796015.1997.12085875
Huang, Y., & Zhang, L. (2020). Does a process-genre approach help improve students’ argumentative writing in English as a foreign language? Findings from an intervention study. Reading & Writing Quarterly, 36(4), 339-364. https://doi.org/10.1080/10573569.2019.1649223
Huang, Y., & Zhang, L. J. (2022). Facilitating L2 writers’ metacognitive strategy use in argumentative writing using a process-genre approach. Frontiers in Psychology, 13, 1036831.
https://doi.org/10.3389/fpsyg.2022.1036831
Hyland, K. (2019). Second language writing. Cambridge university press. https://bit.ly/475xkuQ
Kachru, B. B. (1992). World Englishes: Approaches, issues and resources. Language teaching, 25(1), 1-14. https://doi.org/10.1017/S0261444800006583
Kothary, C. (2004). Research Methodology: Methods and Techniques. New age international publishers. https://bit.ly/3Rv0OwB
Miller, R. M., Chan, C. D., & Farmer, L. B. (2018). Interpretative phenomenological analysis: A contemporary qualitative approach. Counselor Education and Supervision, 57(4), 240-254. https://doi.org/10.1002/ceas.12114
Mineduc, Ministerio de Educación del Ecuador. (2009). El proyecto CRADLE: Informe final.
Ministerio de Educación del Ecuador. (2016). ACUERDO Nro. MINEDUC-ME-2016-00020-A. Acuerdo Nro. MINEDUC-ME-2016-00020-A.
https://educacion.gob.ec/wp-content/uploads/downloads/2016/02/MINEDUC-ME-2016-00020-A.pdf
Martínez, O., Aranda , R., Barreto , E., Fanego , J., Fernández , A., López , J., Medina , J., Meza , M., Muñoz , D., & Urbieta , J. (2024). Los tipos de discriminación laboral en las ciudades de Capiatá y San Lorenzo. Arandu UTIC, 11(1), 77–95. Recuperado a partir de
https://www.uticvirtual.edu.py/revista.ojs/index.php/revistas/article/view/179
Nolen, S., Horn, I., & Ward, C. (2015). Situating motivation. Educational Psychologist,50(3), 234-247. https://doi.org/10.1080/00461520.2015.1075399
Ortega, D., & Fernández, R. (2017). La educación Ecuatoriana en Inglés: Nivel de dominio y competencias lingüísticas de los estudiantes rurales. Revista Scientific, 2(6), 52-73. https://doi.org/10.29394/scientific.issn.2542-2987.2017.2.6.3.52-73
Ortega Delgado, D. A., Ochoa Rojas, M. C., & Sierra Olea, J. M. (2024). Episodio depresivo mayor de características catatónicas: Reporte de caso. Revista Científica De Salud Y Desarrollo Humano, 5(1), 69–83. https://doi.org/10.61368/r.s.d.h.v5i1.75
Pujianto, D., Emilia, E., & Ihrom, S. M. (2014). A process-genre approach to teaching writing report text to senior high school students. Indonesian Journal of Applied Linguistics, 4(1), 99-110. https://doi.org/10.17509/ijal.v4i1.603
Sevy, J., Recino, U., & Munoz, C. (2020). Factors affecting English language teaching in public schools in Ecuador. International Journal of Learning, Teaching and Educational Research, 19(3), 276-294. https://doi.org/10.26803/ijlter.19.3.15
Spratt, M., Pulverness, A., & Williams, M. (2011). The Teaching Knowledge Test Course. UK Cambridge University Press. https://bit.ly/4aoxxfM
Stanovich, K. (2011). Rationality and the reflective mind. Oxford University Press, USA. https://bit.ly/4auSLbJ
Swales, J. M., & Swales, J. (1990). Genre analysis: English in academic and research settings. Cambridge university press. https://bit.ly/41s4fZw
Silva-Conde, D. I., Fuentes-Gavilanez, M. J., Valencia-Murillo, E. V., & Lluguin Valdiviezo, A. F. (2024). Análisis crítico: el principio de legalidad y juridicidad en el proceso administrativo. Estudios Y Perspectivas Revista Científica Y Académica , 4(1), 328–349. https://doi.org/10.61384/r.c.a.v4i1.102
Silva-Conde, D. I., Fuentes-Gavilanez, M. J., Valencia-Murillo, E. V., & Lluguin Valdiviezo, A. F. (2024). Análisis crítico: el principio de legalidad y juridicidad en el proceso administrativo. Estudios Y Perspectivas Revista Científica Y Académica , 4(1), 328–349. https://doi.org/10.61384/r.c.a.v4i1.103
Tribble, C. 1996. Writing. Oxford University Press. https://bit.ly/3Rw5NNu
van Eemeren, F. H., Garssen, B., Krabbe, E. C. W., Snoeck Henkemans, A. F., Ver-heij, B., & Wagemans, J. H. M. (2013). Handbook of argumentation theory. Dordrecht, the Netherlands: Heidelberg. https://bit.ly/3TCYfeq
Walton, D., Reed, C., & Macagno, F. (2008). Argumentation schemes. Cambridge University Press. https://shorturl.at/txyGZ
Publicado
2024-07-23
Cómo citar
Gordón Fiallos , B. A. (2024). Enhancing Argumentative Writing Skills via the Process-Genre based Approach: A Quasi-Experimental Study among University Students in Ecuador. Ciencia Latina Revista Científica Multidisciplinar, 8(4), 89-111. https://doi.org/10.37811/cl_rcm.v8i4.12150
Número
Sección
Ciencias de la Educación
Derechos de autor 2024 Bryan Alexander Gordón Fiallos
Esta obra está bajo licencia internacional Creative Commons Reconocimiento 4.0.
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