Genre-based writing instruction blended with an online writing tutorial system for the development of academic writing.
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...
| Publicado en: | Digital Scholarship in the Humanities Vol. 34; no. 1; pp. 100 - 124 |
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| Autores principales: | , |
| Formato: | Artículo |
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Oxford University Press / USA
Apr2019
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=135432202&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 135432202 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 2055768X JEO9 jtl: Digital Scholarship in the Humanities issn: 2055768X maglogo: N pubinfo: dt: Apr2019 vid: 34 iid: 1 pid: 622 pub: Oxford University Press / USA artinfo: ui: 135432202 10.1093/llc/fqy021 ppf: 100 ppct: 24 formats: fmt: – @attributes: type: T – @attributes: type: P size: 975KB tig: atl: Genre-based writing instruction blended with an online writing tutorial system for the development of academic writing. aug: au: Hsu, Wei-Chen Liu, Gi-Zen affil: Department of Foreign Languages and Literature, National Cheng Kung University, Taiwan, Republic of China su: Genre studies Academic discourse Learning by discovery Comparative studies Peer review of students sug: subj: Genre studies Academic discourse Learning by discovery Comparative studies Peer review of students 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. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: © 2019 EADH: The European Association for Digital Humanities. item: Digital Scholarship in the Humanities holder: Oxford University Press / USA dt: @attributes: year: 2019 holdings: @attributes: islocal: N |
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