Using the Process-Genre Approach to Improve Fourth-Grade EFL Learners' Paragraph Writing

Autor/in	Arteaga-Lara, Héctor Mauricio
Titel	Using the Process-Genre Approach to Improve Fourth-Grade EFL Learners' Paragraph Writing
Quelle	In: Latin American Journal of Content and Language Integrated Learning, 10 (2017) 2, S.217-244 (28 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Arteaga-Lara, Héctor Mauricio)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2011-6721
DOI	10.5294/laclil.2017.10.2.3
Schlagwörter	Elementary School Students; Grade 4; Reading Instruction; Second Language Learning; Vocational English (Second Language); Second Language Instruction; Writing Instruction; Paragraph Composition; Qualitative Research; Action Research; Teaching Methods; Process Approach (Writing); Grounded Theory; Outcomes of Education; Foreign Countries; Writing Improvement; Writing Skills; Personal Narratives; Writing Evaluation; Scoring Rubrics; Colombia + Suchen Sie Ihr Suchwort? School year 04; 4. Schuljahr; Schuljahr 04; Leseunterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; Schreibunterricht; Qualitative Forschung; Projektforschung; Teaching method; Lehrmethode; Unterrichtsmethode; Prozessorientiertes Schreiben; Lernleistung; Schulerfolg; Ausland; Writing skill; Schreibfertigkeit; Erlebniserzählung; Scoring formulas; Auswertungsbogen; Kolumbien
Abstract	Writing plays a significant role in language learning. Previous research has reported on the effectiveness of several approaches to develop writing skills to enhance writing competence, but little attention has been given to the paragraph writing of elementary students. The present qualitative action research study used artifacts, teacher's journals, learner's journals, and a focus group interview to collect data on the way the process-genre approach assisted fourth-grade EFL learners in writing well-structured narrative paragraphs. Data were analyzed using the grounded theory approach, showing that most of the participants managed to write well-structured paragraphs in which they developed only one idea and supported it without deviating from the subject. Learners also became aware of the role of the audience and the features of the narrative writing genre. The findings of the study lend support to the notion that the process-genre approach is an effective way for young learners to achieve the expected goal; hence, it could be more widely adopted in writing courses at the elementary school level. (As Provided).
Anmerkungen	Universidad de La Sabana. Campus del Puente del Común, Km. 7, Autopista Norte de Bogotá. Chía, Cundinamarca, Colombia. Tel: +57-1-861-5555 Ext 41011; e-mail: laclil@unisabana.edu.co; Web site: http://laclil.unisabana.edu.co/index.php/LACLIL/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01