Genre Analysis and Writing Skill - Improving Iranian EFL Learners Writing Performance through the Tenets of Genre Analysis

Oct 15, 2026

Uploaded by Terk

The study examines whether genre-based instruction improves the writing proficiency of Iranian EFL learners. Thirty homogeneous Iranian BA learners studying English at Islamic Azad University were selected via a TOEFL-based proficiency test and randomly assigned to experimental and control groups. Both groups completed a pre-test, then received sixteen hours of instruction, with post-tests using the same topic and holistic scoring. T-test results showed a statistically significant improvement for the genre-based group, while gender showed no significant effect.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages12

Reading Time30 min

AccessFree to download

Abstract

1. Introduction

Background on writing skill and schemata

Genre theory and literacy skill development

Advances in Language and Literary Studies ISSN: 2203-4714 Vol. 6 No. 6; December 2015 Australian International Academic Centre, Australia | | | | | --- | --- | --- | | | | | | | Flourishing Creativity & Literacy | | | | | | Genre Analysis and Writing Skill: Improving Iranian EFL Learners Writing Performance through the Tenets of Genre Analysis Nazanin Naderi Kalali (Corresponding author) Islamic Azad University, Bandar Abbas Branch, Bandar Abbas, Iran [E-mail: nazaninnaderi66@yahoo.com](E-mail: nazaninnaderi66@yahoo.com) Kian Pishkar Faculty member of Islamic Azad University, Jieroft Branch and PhD Candidate ofELT, University of Isfahan, Iran Doi:10.7575/aiac.alls.v.6n.6p.119 URL: [http://dx.doi.org/10.7575/aiac.alls.v.6n.6p.119](http://dx.doi.org/10.7575/aiac.alls.v.6n.6p.119) Received: 02/07/2015 Accepted: 11/09/2015 Abstract The main thrust of this study was to determine whether a genre-based instruction improve the writing proficiency of Iranian EFL learners. To this end, 30 homogenous Iranian BA learners studying English at Islamic Azad University, Bandar Abbas Branch were selected as the participants of the study through a version of TOEFL test as the proficiency test. The selected participants were 15 females and 15 males who were randomly divided into two groups of experimental and control. The both experimental and control groups were asked to write on a topic determined by the researcher which were considered as the pre-test. The writing of the students were scored using holistic scoring procedure. The subjects received sixteen hours instruction—the experimental group using a genre-based pedagogy and the control group through the traditional methodology which was followed by a post-test—the subjects were, this time, asked to write on the same topic which they were asked to write before instruction. Their post-writings were also scored through the holistic scoring procedures. In analyzing the data, t-test statistic was utilized for comparing the performances of the two groups. It was found that there is statistically significant difference between the writing ability of the participants who go under a genre-based instruction and who don’t. The study, however, didn’t find any significant role for gender. Keywords: genre analysis, writing skill, holistic scoring procedure, pre-test, post-test, t-test 1. Introduction Writing skill as a sub-skill of literacy skills, according to Wall (1981),“range from mechanical control to creativity, with good grammar, knowledge of subject matter, awareness of stylistic conventions and various mysterious factors inbetween” (cited in Gholaminejad, Moinzadeh, Youhanaee, & Ghobadirad , 2013, p. 53) . Hence, one of the issues emphasized by gener analysis is the notion of schemata. To this end, O’Malley and Chamot (1990) point out that schemata, prior knowledge, and information processing influence not only the declarative knowledge but also the rate and extent of the information processed by a reader or a writer. Effectively, culture, similar schemata and prior knowledge, according to O’Malley and Chamot (1990), need tobe considered in the recent models to literacy skills including writing skill. Bartlett (1932) argues that schema are fundamental in constructing the meaning (cited in Wagoner, 2013) . He adds that schema underpins the "active organizations of past reactions and experiences which are always operating in any welldeveloped organism" (Bartlett, 1932, P.201) . Bartlett (1932) underscores the fact that world knowledge, language knowledge, and the insights regarding the texts and forms, i.e. genre are among the information clarified by schema which in its turn influence the process of literacy skills. Rumelhart (1980) clarifies that genre function as "a network of interrelations that is believed to normally hold among the constituents of the concept in question" (p.34) . It means that genre, according to Rumelhart (1980), represe

FAQs

What was the main aim of the study?

To determine whether genre-based instruction improves the writing proficiency of Iranian EFL learners.

How were participants selected and grouped?

Thirty homogeneous Iranian BA learners were selected using a TOEFL-based proficiency test, then randomly divided into experimental and control groups.

What did the results show about genre-based instruction and gender?

The genre-based instruction group showed a statistically significant difference in writing ability, while gender had no significant role.

Oct 15, 2026

Uploaded by Terk