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The modeling stage uses explicit instruction with model texts and is followed by collaborative exercises. Group writing samples, teaching observations, and reflective journals provide data, analyzed through textual and thematic methods. Findings show clearer, deeper cultural information in revised reports and improved ICC, especially in interpreting and relating cultural practices, with scaffolded contextual learning through collaboration.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/linguistic-and-intercultural-communicative-competence-skills-among-efl-learners-in-timor-through-genre-based-modeling/582286/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/linguistic-and-intercultural-communicative-competence-skills-among-efl-learners-in-timor-through-genre-based-modeling/582286.png","ImageObject",300,407,{"name":92,"@type":93},"Ophelia","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-15","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",11,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What does the study examine about the genre-based teaching cycle in Timor?","Question",{"text":113,"@type":114},"It examines the effectiveness of the modeling stage within a genre-based teaching and learning cycle for developing both linguistic competence and intercultural communicative competence (ICC) among EFL learners in Timor.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"How was data collected and analyzed in the pilot study?",{"text":118,"@type":114},"Data came from group writing samples, teaching observation, and reflective journals. Analysis used textual analysis for group writing and thematic analysis for the teaching observation and journal reflections.",{"name":120,"@type":111,"acceptedAnswer":121},"What improvements were reported in students’ revised reports and ICC-related abilities?",{"text":122,"@type":114},"Textual analysis indicated that revised reports articulated cultural information with greater clarity, coherence, and depth. The revisions also reflected improved ICC skills, particularly in interpreting and relating cultural practices.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},582286,1792069248,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":140,"language":141,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":67,"update_tm":145,"read_time":26,"preview_page_count":4},7971461741311,"https://ap-avatar.wpscdn.com/avatar/74000253aff267980c6?x-image-process=image/resize,m_fixed,w_180,h_180&k=1779345379180704826","Linguistic and Intercultural Communicative Competence Skills among EFL Learners in Timor through Genre-Based Modeling  \nYakob Metboki *  \n*Corresponding author’s [email: yakobmet@gmail.com](email: yakobmet@gmail.com)  \nDepartment of English Language Teaching, Assumption University, Thailand  \nReceived: July 29, 2024 Revised: April 1, 2025 Accepted: September 30, 2025  \nAbstract  \nThis pilot study explores the effectiveness of the modeling stage within a genre-based teaching and learning cycle in developing linguistic and intercultural communicative competence (ICC) skills among EFL learners in Timor, Eastern Indonesia. The modeling stage employed an explicit instruction using a model text, followed by collaborative exercises. The study collected data through group writing samples, teaching observation and reflective journals. Data analysis involved textual analyses to analyze the group writing and thematic analysis on the teaching observation and reflective journals. Results indicated that, firstly, the textual analysis shows that students’ revised reports articulate cultural information with clarity, coherence, and depth. The revisions also showcase improved ICC skills, notably in interpreting and relating cultural practices. Secondly, thematic analysis underscores scaffolded and contextualized learning through collaborative activities. The learning exposure advances the development of linguistic competence and ICC skills. The study further suggests that integrating culturally relevant content with genre-based instruction offers an alternative approach to fostering communicative competence skills and intercultural awareness among EFL learners.  \nKeywords: Linguistic competencies, Intercultural communicative competence, Genre-based approach, Modeling, Collaborative learning  \nIntroduction  \nThe development of EFL learning to weave both language and ICC skills has been a crucial area of research especially in multicultural settings. Genre-based pedagogy has emerged as a prominent approach in language and literacy education. It emphasizes the importance of understanding different text types or genres’ distinct conventions, structures, and communicative purposes. Traditional approaches to writing instruction often focused on teaching general writing skills, without explicitly addressing the genre-specific demands of different contexts (Foley, 2012) . However, research in the field of systemic functional linguistics and genre theory has demonstrated the value of a genre-based approach, which can mediate students to learn and compose different types of text (Xu, 2020) .  \nTHAITESOL JOURNAL 38(2) 91  \nOne of the key strengths of genre-based pedagogy is explicit curriculum cycle or the teaching and learning cycle (TLC) stages. The body of literature has offered models of TLC (Foley, 2012; Martin, 1999) model. These models generally involve similar stages, including: 1) building the context, 2) modeling the target genre, 3) joint construction of the genre, and 4) independent construction of the genre. Permatasari and Andiyanti (2021) argue that TLC can be integrated into EFL learning to enhance ICC in EFL students. The relevance of the TLC models extends beyond English language learning, as it can also promote educational and social justice by empowering disadvantaged students to navigate academic discourse and cultural awareness (Xu, 2020) . While studies have explored the implementation of the TLC models, there is a need to further investigate the effectiveness of each stage in enhancing language and ICC skills among EFL students.  \nThis study examines the implementation of the modeling stage from Sharpe and Thompson’s (1998, as cited in Foley, 2012) model with a group of EFL students in Timor, Eastern Indonesia. Timor, eastern Indonesia, is a region with a diverse linguistic and cultural landscape (Edwards & UBB, 2018) . It is also shaped by the colonial history (Bire, 2016) . The sociolinguistic and historical background presents ","cbCaic9iIDaOdV5x","https://ap.wps.com/l/cbCaic9iIDaOdV5x","pdf",689998,24,"English","# Abstract\n# Introduction\n# Research Questions\n## Literature Review\n### Linguistic Competence in EFL Education","[{\"question\":\"What does the study examine about the genre-based teaching cycle in Timor?\",\"answer\":\"It examines the effectiveness of the modeling stage within a genre-based teaching and learning cycle for developing both linguistic competence and intercultural communicative competence (ICC) among EFL learners in Timor.\"},{\"question\":\"How was data collected and analyzed in the pilot study?\",\"answer\":\"Data came from group writing samples, teaching observation, and reflective journals. Analysis used textual analysis for group writing and thematic analysis for the teaching observation and journal reflections.\"},{\"question\":\"What improvements were reported in students’ revised reports and ICC-related abilities?\",\"answer\":\"Textual analysis indicated that revised reports articulated cultural information with greater clarity, coherence, and depth. The revisions also reflected improved ICC skills, particularly in interpreting and relating cultural practices.\"}]","Linguistic and Intercultural Communicative Competence Skills among EFL Learners in Timor through Genre-Based Modeling | PDF",1792042964]