30.2743, Diss: English; Language Acquisition: Kutay Uzan: ''Genre-Based Instruction and Genre-Focused Feedback: A Multiperspective Study on Writing Performance and the Psychology of Writing''

[The LINGUIST List]

LINGUIST List: Vol-30-2743. Fri Jul 12 2019. ISSN: 1069 - 4875.

Subject: 30.2743, Diss: English; Language Acquisition: Kutay Uzan: ''Genre-Based Instruction and Genre-Focused Feedback: A Multiperspective Study on Writing Performance and the Psychology of Writing''

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Date: Fri, 12 Jul 2019 15:08:38
From: Kutay Uzun [kutayuzun at trakya.edu.tr]
Subject: Genre-Based Instruction and Genre-Focused Feedback: A Multiperspective Study on Writing Performance and the Psychology of Writing

 
Institution: Çanakkale Onsekiz Mart University 
Program: English Language Teaching 
Dissertation Status: Completed 
Degree Date: 2019 

Author: Kutay Uzun

Dissertation Title: Genre-Based Instruction and Genre-Focused Feedback: A
Multiperspective Study on Writing Performance and the
Psychology of Writing 

Linguistic Field(s): Language Acquisition

Subject Language(s): English (eng)


Dissertation Director(s):
Ece Zehir Topkaya

Dissertation Abstract:

This study aimed to find out if Genre-Based Instruction and Genre-Focused
Feedback improved the mastery of the literary analysis essay as a genre,
writing performance and the psychology of writing. Secondarily, the study
aimed to discover if Genre-Focused Feedback, received as ‘Hand-Holding’ and
‘Bridging’, resulted in varying learning outcomes. The final aim of the study
was to reveal learner and teacher perceptions regarding Genre Based
Instruction and Genre-Focused Feedback.

An embedded mixed method design was utilized. Data were collected by means of
a Genre-Based Literary Analysis Essay Scoring Rubric, context-adapted rating
scales, guided reflection papers, face-to-face interviews, teacher diary
entries and computational measurements of textual variables. The participants
were 78 2nd year undergraduate students of English Language Teaching in a
public university in Turkey. The participants were given a 12-Week
intervention consisting of Genre-Based Instruction and Genre-Focused Feedback
and during which they were asked to write 5 literary analysis essays. Each
participant received Genre-Focused Feedback, in the form of ‘Hand-Holding’ or
‘Bridging’ and was asked to make revisions following the feedback. The
measurements were taken upon the submission of the first essay as the pretest,
the third essay as the midtest and the fifth essay as the posttest. At the end
of the intervention, 20 participants were interviewed to reveal their
retrospective perceptions.

Descriptive and inferential analyses were performed in the study. Essay
scores, writing performance and writing psychology data were statistically
compared to find out if there were differences among the pretest, midtest and
posttest measurements. The interview data, reflection papers and teacher
diaries were analyzed qualitatively to contribute to the quantitative data.

The findings showed that Genre-Based Instruction and Genre-Focused Feedback
contributed positively to the mastery of the literary analysis essay as a
genre, writing performance and writing psychology except that the lexical
complexity levels of the participants remained unchanged throughout in the
intervention. However, it was found out that receiving Genre-Focused Feedback
as ‘Hand-Holding’ or ‘Bridging’ did not make any difference in the level of
development among the participants. Lastly, both the participants’ and the
teacher’s perceptions were found to have changed towards the positive from the
beginning of the intervention to its end. The study was concluded by
confirming the positive effects of Genre Based Instruction and Genre-Focused
Feedback, also acknowledging that the degree of explicitness in genre-focused
feedback did not result in different rates of learning.




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