28.3739, Diss: English; General Linguistics: Sarath Withanarachchi Samaranayake: 'Academic Writing Issues of Foundation Level Students: The Effectiveness of Context-Specific Teaching Materials Using a Process Genre Approach to Writing'

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LINGUIST List: Vol-28-3739. Tue Sep 12 2017. ISSN: 1069 - 4875.

Subject: 28.3739, Diss: English; General Linguistics: Sarath Withanarachchi Samaranayake: 'Academic Writing Issues of Foundation Level Students: The Effectiveness of Context-Specific Teaching Materials Using a Process Genre Approach to Writing'

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Date: Tue, 12 Sep 2017 11:48:53
From: Sarath Samaranayake [mailwita at yahoo.com]
Subject: Academic Writing Issues of Foundation Level Students: The Effectiveness of Context-Specific Teaching Materials Using a Process Genre Approach to Writing

 
Institution: University of South Africa 
Program: DLitt et Phil 
Dissertation Status: Completed 
Degree Date: 2017 

Author: Sarath Withanarachchi Samaranayake

Dissertation Title: Academic Writing Issues of Foundation Level Students: The
Effectiveness of Context-Specific Teaching Materials Using
a Process Genre Approach to Writing 

Dissertation URL:  uir.unisa.ac.za/handle/10500/22795

Linguistic Field(s): General Linguistics

Subject Language(s): English (eng)


Dissertation Director(s):
Dr. Carien Wilsenach
Prof. Pretorious Lily

Dissertation Abstract:

This study investigates the effectiveness of context-specific teaching
materials delivered through an adapted process genre model of writing, in
enhancing academic writing proficiency of tertiary level English foreign
language (EFL) students. The study was conducted at a College of Technology in
Oman and was motivated by the low EFL writing level of tertiary students at
the college. The study employed a quasi-experimental design in which two main
groups (experimental and control) were included. The experimental group
received EFL writing instruction for one semester via the especially developed
teaching materials, while the control group received EFL writing instruction
via the prescribed textbook. 

The findings indicated statistically significant differences between the
experimental and control groups in the Mid-Semester examination (MSE) and the
Level-Exit examination (LEE). A qualitative analysis of the experimental
group’s writing suggests that this group significantly outperformed the
control group in writing fluency and accuracy. Therefore, based on the
findings of the current study, it can be concluded that context-specific
materials delivered through the proposed process genre model of writing are
effective in enhancing tertiary level students’ academic writing proficiency
in an EFL context. Specifically, the writing intervention had a positive
effect on students’ ability to compose a variety of genres in an examination
setting, which is an important finding, given that the process-genre approach
to writing is normally not associated with writing in an examination setting.




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