EFFECTS OF THE GENRE-BASED WRITING INSTRUCTIONAL MODULE IN A BLENDED LEARNING ENVIRONMENT

Main Article Content

Patricia Visser
Pornpimol Sukavatee

Abstract

Writing is considered as a challenging skill for Thai EFL university students. To overcome this challenge, integration of a genre-based approach into a blended learning environment has been considered as an alternative teaching approach to facilitate the students’ authentic and interactive writing development. This study employed a genre-based writing instructional module in a blended learning environment (GWIMBLE) to enhance the Thai learners’ English writing ability. The researchers designed 12 weeks of lesson plans, including procedural, descriptive, narrative, and persuasive genres. The sample of the study was 35 Thai EFL university students. Single-group experimental research was conducted using a pre-test and post-test. The results of the independent samples t-test revealed the positive effects of the GWIMBLE on the writing skills in the four genres focused on, and the quantitative data resulting from the attitude questionnaire and the qualitative data from the focus group interview indicated their satisfaction as well as their sense of achievement. 

Downloads

Download data is not yet available.

Article Details

How to Cite
Visser, P., & Sukavatee, P. (2020). EFFECTS OF THE GENRE-BASED WRITING INSTRUCTIONAL MODULE IN A BLENDED LEARNING ENVIRONMENT. JOURNAL OF EDUCATION NARESUAN UNIVERSITY, 22(2), 1-18. Retrieved from https://so06.tci-thaijo.org/index.php/edujournal_nu/article/view/102209
Section
Research Articles

References

Bonk, J. C., & Graham, R. C. (2006). The handbook of blended learning: Global perspectives, local designs. UK: Pfeiffer.
Byrne, D. (1991). Teaching writing skills. London: Longman.
Challob, A. I., Bakar, N. A., & Latif, H. (2016). Collaborative blended learning writing environment: Effects on EFL students’ writing apprehension and writing performance. English Language Teaching, 9(6), 229-241.
Connor, U., Davis, K., & De Rycker, T. (1995). Correctness and clarity in applying for overseas jobs: A cross cultural analysis of U.S. and Flemish applications. Text, 15(4), 457-476.
Driscoll, M. (2002). Blended learning: Let’s get beyond the hype. Retrieved January 14, 2015, from http://www-07.ibm.com/services/pdf/blended_learning.pdf
Dudeney, G., & Hockly, N. (2007). How to teach English with technology. Harlow: Pearson Longman.
Feez, S. (1998). Text-based syllabus design. Sydney: NCELTR-Macquarie University.
Heinze, A., & Proctor, C. (2004). Reflections on the use of blended learning. In Proceeding of the Education in a Changing Environment Conference. Salford, UK.: University of Salford.
Hirvela, A. (1999). Collaborative writing instruction and communities of readers and writers. TESOL Journal of Applied Social Psychology, 8(2), 7-12.
Hussin, S., Abdullah, M. Y., Ismail, N., & Yoke, S. K. (2015). The effects of CMC applications on ESL writing anxiety among postgraduate students. English Language Teaching, 8(9), 167-172.
Hyland, K. (2003). Second language writing. Cambridge: Cambridge University Press.
Hyland, K. (2013). Second language writing: The manufacture of a social fact. Journal of Second Language Writing, 22, 426-427.
Hyland, K. (2014). Genre and second language writing. USA: The University of Michigan Press.
Ka-kan-dee, M., & Kaur, S. (2014). Argumentative writing difficulties of Thai English major students. Retrieved September 27, 2014, from http://www.westeastinstitute.com/wp-content/uploads/2014/06/Maleerat-Ka-kan-dee.pdf
Kerrs, M., & De Witt, C. (2010). A didactical framework for the design of blended learning arrangement. Journal of Educational Media, 28(2-3), 101-113.
Larsen, L. J. E. (2012). Teacher and student perspectives on a blended learning intensive English program writing course (Doctoral dissertation). Ames, IA.: Iowa State University.
Martin, J. R., & Rose, D. (2005). Designing literacy pedagogy: Scaffolding democracy in the classroom.
In Hasan, R., Matthiessen, C., & Webster, J. (Eds.). Continuing discourse on language. London: Equinox.
Matsuda, P. K., & Silva, T. (2010). Writing. An Introduction to Applied Linguistics, 232-246.
Min, H. (2006). The effects of trained peer review on EFL students’ revision types and writing quality. Journal of Second Language Writing, 15(2), 118-141.
Miyazoe, T., & Anderson, T. (2012). Discuss, reflect, and collaborate: A qualitative analysis of forum, blog, and wiki use in an EFL blended learning course. Procedia-Social and Behavioral Sciences, 34, 146-152.
Obiedat, R., Eddeen, L. M. N., Harfoushi, O., Koury, A. H. M., AL-Hamarsheh, M. J., & AlAssaf, N. M. (2014). Effect of Blended-Learning on Academic Achievement of Students in the University of Jordan. iJET, 9(2), 37-44.
Oliver, M., & Trigwell, K. (2005). Can ‘‘Blended Learning’’ be redeemed? E-learning, 2(1), 17-26.
Pawapatcharaudom, R. (2007). An Investigation of Thai students’ English language problems and their learning strategies in the international program at Mahidol University (Master thesis). Bangkok: King Mongkut’s Institute of Technology North Bangkok.
Peterson-Karlan, G. R. (2011). Technology to support writing by students with learning and academic disabilities: Recent research trends and findings. Assistive Technology Outcomes and Benefits Focused Issue: Assistive Technology and Writing, 7(1), 39-62.
Pinyosunun, A., Jivaketu, T. N., & Sittiprapaporn, W. (2009). Problems in using English of international graduate students of private universities in Thailand. Retrieved October 11, 2014, from http://journal.hcu.ac.th/pdffile/jn9182.pdf
Schau, C. (2003). Survey of attitudes toward statistics. Procedia Social and Behavorial Science, 18, 287-294.
Shih, R. (2011). Can Web 2.0 technology assist college students in learning English writing? Integrating Facebook and peer assessment with blended learning. Australia Journal of Educational Technology, 27(5), 829-845.
Silva, T. (1993). Toward an understanding of the distinct nature of L2 writing: the ESL research and its implications. TESOL Quarterly, 27, 665-677.
Stein, J., & Graham, C. R. (2014). Essentials for blended learning. New York: Routledge.
Swales, J. M. (1990). Genre analysis: English in academic and research settings. Cambridge: Cambridge University Press.
Tangjitnusorn, K., & Sukavatee, P. (2016). The effects of community-based instruction using hybrid learning on English oral communication for tourism industry of undergraduate students. Journal of Education Naresuan University, 18(4), 14-28.
The Association of American Colleges and Universities. (2012). Value. Retrieved September 29, 2015, from http://www.aacu.org/value
Walker, A., & White, G. (2013). Technology-enhanced language learning. Oxford: Oxford University Press.
Watcharapunyawong, S., & Usaha, S. (2013). Thai EFL students’ writing errors in different text types:
The interference of the first language. English Language Teaching with Technology Today, 6(1), 67-78.
Weigle, S. C. (2002). Assessing writing. Cambridge: Cambridge University Press.
Wen, M. L., & Tsai, C. C. (2006). University students’ perceptions of and attitudes toward (Online) peer assessment. Higher Education, 51(1), 27-44.
Widodo, H. P. (2006). Designing a genre-based lesson plan for an academic writing course. English Teaching: Practice and Critique, 5(3), 173-199.
Wongchareunsuk, K. (2001). Analytical thinking. Bangkok: Success Media.