Blending process and genre approaches in teaching academic writing to first-year English as a second language students
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(1) * Mzamani Maluleke J
University of Venda, South Africa
South Africa
(*) Corresponding Author
Abstract
The article aims to provide a comparative analysis of the approaches employed by lecturers e to teach academic writing to first - year English as a second language (ESL) students at the university level. Lecturers are typically expected to adopt either the genre - based or process - oriented approach when instructing students from diverse multilingual and multicultural backgrounds, who possess varying levels of English proficiency. The process - genre approach is recommended by the researcher as it effectively enhances students’ academic writing abilities. The study utilized pre- and post-tests to evaluate the academic writingskills of first-year students. The pre-test served as an initial evaluation of the participants’ writing proficiency, providing a baseline for improvement, while the post-test measured progress after several weeks of instruction. Additionally, a questionnaire was administered to gather students’ perspectives on academic writing. The findings indicate that many ESL students face challenges of managing course content while simultaneously grappling with the grammatical, lexical, and syntactic complexities of the target language. Consequently, lecturers are encouraged to apply the process - genre approach to support students in improving their academic writing skills and bridging the gap between secondary and tertiary education. HIGHLIGHTS:- ESL students experience challenges in writing coherent, logical, and grammatically correct essays.
- ESL struggle to manage course contents while struggling with grammatical, lexical and syntactic complexities of the target language.
- Blending the process and genre approaches helps students to improve their academic writing levels.
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References
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Deng, L., Chen Q. & Zhang, Y. (2015). Developing Chinese EFL learners’ generic competence: a genre-based and process-based approach. New York: Springer.
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Dörnyei, Z. (2003). Questionnaire in second language research: construction, administration and processing. London: Routledge.
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Lekgotla, N & Ramoupi, L. (2014). African languages policy in the education of South Africa: 20 years of freedom or subjugation? Journal of Higher Education in Africa, 12(2):53-93.
Lestinen, L, Petrucijovä, J & Spinthourakis, J. (2004). Identity in multicultural and multilingual contexts. CiCe Centre Coordination Unit Institute for Policy Studies in Education: London Metropolitan University.
Madadzhe, R. (2019). Using African languages at universities in South Africa: the struggle continues. Stellenbosch Papers in Linguistics, 58:205-218. DOI:10:5842/58-0-843
Makalela, L. (2015). Ubuntu translanguaging: an alternative framework for complex multilingual encounters. Southern African Linguistics and Applied Language Studies, 34(3):187-196. http://dx.doi.org/10.2989/16073614.2016.1250350.
Makalela, L. & McCabe, Rose. (2013). Monolingualism in a historically black South African university: a case of inheritance. Linguistics and Education, 24(4): 406-414.
Mayaba, N.N. (2018). A reflection on language politics at Nelson Mandela university. Southern African Linguistics and Applied Language Studies, 36(1):49-57.
Matthew, M. & Gakool, R. (2018). Second language teaching of vocation-specific isiZulu communication skills to health sciences students. South African Journal of African Languages, 38(2): 149-158.
Mauludin, L.A. (2020). Joint construction in genre-based writing for students with higher and lower motivation, Southern African Linguistics and Applied Language Studies, 38(1): 46-59. https://doi.org/10.2989/16073614.2020.1750965.
Mbirimi-Hungwe, V. (2019). Stepping beyond linguistic boundaries in multilingual science education: lecturers’ perceptions of the use of translanguaging. Southern African Linguistics and Applied Language Studies, 37(1): 15-26. https://doi.org/10.2989/16073614.2019.1598877.
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Mkhize, D & Balfour R. (2017). Language rights in South Africa. South African Journal of Higher Education, 31(6), 133-150.
Mthombeni, Z.M. & Ogunnubi, O. (2020). An appraisal of bilingual language policy implementation in South African higher education. South African Journal of African Languages, 40(2):186-187.
Mzangwa, S. T. (2019). The effects of higher education policy on transformation in post-apartheid South Africa. Cogent Education, 6(1): 1-15.
Paltridge, B. (2001). Genre and the language learning classroom. Ann Arbor: University of Michigan Press.
Pfeiffer, V & van der Walt, C. (2016). Improving academic writing through expressive writing. Journal for Language Teaching, 50(2):57-77.
Pfeiffer, V. & van der Walt, C. (2019). Ethno-linguistically diverse South African students’ writing. Per Lingaum, 35(2):58-73.
Pillay, V. & Yu, K. (2015). Multilingualism in South African universities: a quiet storm. Southern African Linguistics and Applied Language Studies, 33(4):439-452. https://doi.org/10.2989/16073614.2015.1108852.
Probyn, M. (2015). Pedagogic translanguaging: bridging discourses in South African classrooms. Language and Education, 29(3): 218-234
Recelis, J.V. and Matsuda, P.K. (2013). Integrating process and genre into the second language classroom: research into practice. Language Teaching, 46(3): 382-393. https://doi.org/101017/s02614448/3000116.
Smit, U. (2018). Beyond monolingualism in higher education: a language policy account. In J. Jerkin, W. Baker & M. Dewey (Eds.). The Routledge Handbook of English as a lingua franca (pp387-399). New York: Routledge.
Tewari, D.D. and Ilesamni, K. D (2020). Teaching and learning interactions in South Africa’s higher education: some weak links. Cogent Social Sciences, 6(1): 1-16.
Van der Walt, C. & Brink, C. (2005). Multilingual universities: a national and international overview. South African Journal of Higher Education,19(4): 822-851.
Webb, Vic. (2007). English in higher education in South Africa: exclusion or inclusion. In Cuvelier, P., du Plessis, T., Meeuwis, M. & Teck, L. (Eds.), Multilingualism and exclusion: policy, practice and prospects (pp. 169-177) Pretoria: Van Schaik.
Webb, Vic. (1999). Multilingualism in democratic South Africa: the over-estimation of language policy: International Journal of educational Development,19 (4-5): 351-366. https://doi.org/10.1016/S0738-0593(99)00033-4.
Yan, G. (2005). A process-genre model for teaching writing. English Teaching Forum, 43: 18–26, available at: www.scrip.org/reference/ReferencePapers.aspx?ReferenceID=1460164.
Zhang, Z. (2018). Academic writing difficulties of Chinese students: the cultural issues behind Chinese and British academic writing styles. Studies in Literature and Language,17(2):118-124. DOI: 10:3968/10570
Antia, B. (2015). University multilingualism: a critical narrative from the University of Western Cape, South Africa. Journal of Multilingual and Multicultural Development, 36(6): 571-586. http://dx.doi.org/10.1080/01434632.2014.978870
Badger, R & White, G. (2000). A process genre approach to teaching writing. ELT Journal, 54(2):153-160. https://doi.org/10.1093/elt/54.2.153
Baker, W. 2016. English as an academic lingua franca and intercultural awareness: student mobility in the transcultural university. Language and Intercultural Communication,16(3): 437-451. https://doi.org/10.1080/14708477.2016.1168053
Banda, F & Peck A. (2016). Diversity and contested social identities in multilingual and multicultural contexts of the University of the Western Cape. Journal of Multilingual and Multicultural Development,37(6): 576-588. https://doi.org/10.1080/01434632.2015.1106547
Canagarajah, S. (2002). Multilingual writers and the academic community: towards a critical
relationship. Journal of English for Academic Purposes, 1: 29-44.
Carsten, A. (2016). Translanguaging as a vehicle for L2 acquisition and L1 development: students perceptions. Language Matters, 47(2): 203-222. https://dx.doi.org/10.1080/10228195.2016.1153135
Creswell, J.W. (2012). Educational research: planning, conducting, and evaluating quantitative and qualitative research. Boston: Pearson Education Inc.
Dalvit, L. & De Klerk, V. (2005). Attitudes of Xhosa speaking students at the University of Fort Hare towards the use of Xhosa as a language of learning and teaching (LoLT). Southern African Linguistics and Applied Languages Studies, 23(1):1-18.
Dawson, C. (2009). Introduction to research methods: a practical guide for everyone undertaking a research project. Oxford: Deer Park Production.
Deng, L., Chen Q. & Zhang, Y. (2015). Developing Chinese EFL learners’ generic competence: a genre-based and process-based approach. New York: Springer.
Desai, Z. (2016). Learning through the medium of English in Multilingual South Africa: enabling or disabling learners from low income contexts? Comparative Education, 54(3):343-358. https://doi.org/10.1080/03050068.2016.1185259
Dörnyei, Z. (2003). Questionnaire in second language research: construction, administration and processing. London: Routledge.
Du Plessis, T. 2006. From monolingual to bilingual higher education: the repositioning of historically Afrikaans medium universities in South Africa. Language Policy, 5: 87-113.
Ferris, D. & Eckstein, G. (2020). Language Matters: Examining the language related needs and wants of writers in a first-year university course. Journal of Writing Research, 12(2):321-364. https://doi.org/10.17239/jowr-2020.12.02.02
Gao, Y., Jia, Z. & Zhou, Y. (2015). EFL learning and identity development: a longitudinal study in 5 universities in China. Journal of Language, Identity and Education,14(3):137-158.
Green, S. (2013). Novice ESL writers: a longitudinal case-study of the situated academic writing processes of three undergraduates in a TESOL context. Journal of English for Academic purposes, 12:180-191.
Fouche, I., van Dyke, T & Butler, G. (2017). An enlightening course that empowers first years”?: a holistic assessment of the impact of a first-year academic literacy course. Journal of English for Academic Purposes, 27:14-30.
Hayes, J. (2012). Modelling and remodeling writing. Written Communication, 29 (3):369–388. https://doi.org/10.1177/0741088312451260.
Hyland, K. (2003). Genre-based pedagogies: a social response to process. Journal of Second Language Writing, 12(1):17-29. https://doi.org/10.1016/S1060-3743(02)00124-8
Hyland, K. (2016). Teaching and researching writing (3rd ed). New York, NY: Routledge.
Heugh, K. (2015). Epistemologies in multilingual education: translanguaging and genre – companions in conversation with policy and practice. Language and education, 29(3): 1-6. https://doi.org/10.1080/09500782.2014.994529
Heugh, K. (1999). Languages, development and reconstructing education in South Africa. International Journal of Educational Development, 19: 301-313.
Hlatshwayo, A. & Siziba, L. (2013). University students’ perceptions of multilingual education: A case study of the North-West University Mafikeng campus. Stellenbosch Papers in Linguistics Plus, 42: 81-92.
Huang, Y & Zhang, J L. (2020). Does a process-genre approach help improve students’ argumentative writing in English as a foreign language? Findings from an intervention study. Reading and Writing Quarterly, 36(4): 339-364. https://doi.org/10.1080/10573569.2019.164223.
Hulstijn, J.H. (2011). Language proficiency in native and nonnative speakers: an agenda for research and suggestions for second-language assessment. Language Assessment Quarterly, 8: 229-249. https://doi.org/10.1080/15434303.2011.565844
Lekgotla, N & Ramoupi, L. (2014). African languages policy in the education of South Africa: 20 years of freedom or subjugation? Journal of Higher Education in Africa, 12(2):53-93.
Lestinen, L, Petrucijovä, J & Spinthourakis, J. (2004). Identity in multicultural and multilingual contexts. CiCe Centre Coordination Unit Institute for Policy Studies in Education: London Metropolitan University.
Madadzhe, R. (2019). Using African languages at universities in South Africa: the struggle continues. Stellenbosch Papers in Linguistics, 58:205-218. DOI:10:5842/58-0-843
Makalela, L. (2015). Ubuntu translanguaging: an alternative framework for complex multilingual encounters. Southern African Linguistics and Applied Language Studies, 34(3):187-196. http://dx.doi.org/10.2989/16073614.2016.1250350.
Makalela, L. & McCabe, Rose. (2013). Monolingualism in a historically black South African university: a case of inheritance. Linguistics and Education, 24(4): 406-414.
Mayaba, N.N. (2018). A reflection on language politics at Nelson Mandela university. Southern African Linguistics and Applied Language Studies, 36(1):49-57.
Matthew, M. & Gakool, R. (2018). Second language teaching of vocation-specific isiZulu communication skills to health sciences students. South African Journal of African Languages, 38(2): 149-158.
Mauludin, L.A. (2020). Joint construction in genre-based writing for students with higher and lower motivation, Southern African Linguistics and Applied Language Studies, 38(1): 46-59. https://doi.org/10.2989/16073614.2020.1750965.
Mbirimi-Hungwe, V. (2019). Stepping beyond linguistic boundaries in multilingual science education: lecturers’ perceptions of the use of translanguaging. Southern African Linguistics and Applied Language Studies, 37(1): 15-26. https://doi.org/10.2989/16073614.2019.1598877.
Mhlongo, P, du Plessis, C & Weidemann, A. (2020). Investigating education students’ language learning beliefs and motivation for learning English. Journal for Language Teaching, 54(1):95-121http:/dx.doi.org/10.4314/jlt.v54i1.1.
Mkhize, D & Balfour R. (2017). Language rights in South Africa. South African Journal of Higher Education, 31(6), 133-150.
Mthombeni, Z.M. & Ogunnubi, O. (2020). An appraisal of bilingual language policy implementation in South African higher education. South African Journal of African Languages, 40(2):186-187.
Mzangwa, S. T. (2019). The effects of higher education policy on transformation in post-apartheid South Africa. Cogent Education, 6(1): 1-15.
Paltridge, B. (2001). Genre and the language learning classroom. Ann Arbor: University of Michigan Press.
Pfeiffer, V & van der Walt, C. (2016). Improving academic writing through expressive writing. Journal for Language Teaching, 50(2):57-77.
Pfeiffer, V. & van der Walt, C. (2019). Ethno-linguistically diverse South African students’ writing. Per Lingaum, 35(2):58-73.
Pillay, V. & Yu, K. (2015). Multilingualism in South African universities: a quiet storm. Southern African Linguistics and Applied Language Studies, 33(4):439-452. https://doi.org/10.2989/16073614.2015.1108852.
Probyn, M. (2015). Pedagogic translanguaging: bridging discourses in South African classrooms. Language and Education, 29(3): 218-234
Recelis, J.V. and Matsuda, P.K. (2013). Integrating process and genre into the second language classroom: research into practice. Language Teaching, 46(3): 382-393. https://doi.org/101017/s02614448/3000116.
Smit, U. (2018). Beyond monolingualism in higher education: a language policy account. In J. Jerkin, W. Baker & M. Dewey (Eds.). The Routledge Handbook of English as a lingua franca (pp387-399). New York: Routledge.
Tewari, D.D. and Ilesamni, K. D (2020). Teaching and learning interactions in South Africa’s higher education: some weak links. Cogent Social Sciences, 6(1): 1-16.
Van der Walt, C. & Brink, C. (2005). Multilingual universities: a national and international overview. South African Journal of Higher Education,19(4): 822-851.
Webb, Vic. (2007). English in higher education in South Africa: exclusion or inclusion. In Cuvelier, P., du Plessis, T., Meeuwis, M. & Teck, L. (Eds.), Multilingualism and exclusion: policy, practice and prospects (pp. 169-177) Pretoria: Van Schaik.
Webb, Vic. (1999). Multilingualism in democratic South Africa: the over-estimation of language policy: International Journal of educational Development,19 (4-5): 351-366. https://doi.org/10.1016/S0738-0593(99)00033-4.
Yan, G. (2005). A process-genre model for teaching writing. English Teaching Forum, 43: 18–26, available at: www.scrip.org/reference/ReferencePapers.aspx?ReferenceID=1460164.
Zhang, Z. (2018). Academic writing difficulties of Chinese students: the cultural issues behind Chinese and British academic writing styles. Studies in Literature and Language,17(2):118-124. DOI: 10:3968/10570
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Published
2024-10-31
How to Cite
Maluleke J, M. (2024). Blending process and genre approaches in teaching academic writing to first-year English as a second language students. JEES (Journal of English Educators Society), 9(2), 173-182. https://doi.org/10.21070/jees.v9i2.1835
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