Browsing by Subject "English writing"
Results Per Page
ItemA comparative study of Grade 7 students' English reading and writing self-efficacy for learning English as a foreign language according to their academic program at Saint Dominic School, BangkokThe purpose of this study was to determine the level of English reading and English writing self-efficacy for learning English as a foreign language of Grade 7 students according to their Academic Program at Saint Dominic School, Bangkok. There were 181 students studying English as a foreign language, consisting of 53 students from Academic Program 1, 64 students from Academic Program 2, 32 students from Academic Program 3, and 32 students from Academic Program 4, in Grade 7 at Saint Dominic School, Bangkok, in the academic year 2018. This study followed a quantitative research methodology employing a questionnaire developed by Henk and Melnick (1992, 1996) composing of two parts: the Reader SelfPerception Scale used to address the level of English reading self-efficacy, and the Writer Self-Perception Scale used to address the level of English writing self-efficacy. There were three main elements included in the study: the level of English reading self-efficacy, the level of English writing self-efficacy, and the difference among Academic Program. In this study, the self-efficacy focused on English reading and English writing for learning English as a foreign language. The study found that Grade 7 students among Academic Program had high level of English reading self-efficacy, and average level of English writing self-efficacy. Furthermore, there was a significant difference both in English reading and in English writing self-efficacy among Academic Program. The study concludes with recommendations for practice and for future research.
ItemDeveloping a genre-based pedagogy for the Chinese University students’ persuasive writing in english: a systemic functional approach to teaching
ItemTeaching writing by modeling genres through the teaching-learning cycle( 2009) Walter-Echols, ElizabethOver the last 60 years, the teaching of writing has gone through multiple metamorphoses, from being simply a way to reinforce grammar learning, to encouraging self-expression and the writer's composing process, to focusing on writing the genres of academia and the professions (Silva, 1990). Developed by teacher-researchers in the Hallidayan Systemic-Functional school of linguistics, a multi-step cycle-the 'Teaching-Learning' (Hammond, 1990) or 'Curriculum' (Rose, 2006) Cycle-provides a principled and practical way to teach school-age or adult ESL/EFL students to write the genres that they need in the "real life" of school or the workplace, or for "survival" in their country of immigration (Derewianka, 1990; Rose, 2006). After providing a brief history of writing pedagogy over recent decades and the background of the genre approach, this paper demonstrates how to use the Teaching-Learning Cycle to teach students to write to "Instruction" genre by modeling a very familiar text type, the recipe.