UPSI Digital Repository (UDRep)
|
UPSI Digital Repository (UDRep)
|
|
|
|
||||||||||||||||||||||||||||
| Abstract : Universiti Pendidikan Sultan Idris |
| The problem and the aim of the study. In the 21st century, the process genre approach has gained prominence among various writing methodologies. Numerous scholars have scrutinized its impact on writing within diverse educational settings. However, the extensive body of research makes it challenging to distil current theories, dependent variables, instruments and teaching methods for writing in Asian education. By doing so, it aims to uncover contemporary theories, effective practices, and relevant pedagogical techniques, contributing valuable insights to enhance writing education in this context. Research methods. The primary methodology employed in this study is the systematic literature review method, renowned for its rigorous approach to gathering, evaluating, and synthesizing existing research. The process initiates with comprehensive data searching across authoritative academic databases renowned for their scholarly rigour and reliability from 2019 to 2023, specifically Scopus, Wiley, Taylor and Francis, Emerald and Sage. A deliberate preference for these databases over more expansive platforms like Google Scholar underscores the commitment to selecting high-quality and peer-reviewed articles. The review process encompasses several stages, commencing with the meticulous screening of titles and abstracts to ascertain alignment with predefined inclusion and exclusion criteria. Subsequently, the selected articles undergo a thorough examination, enabling a nuanced analysis of their content. The culmination of this methodological rigour culminates in a comprehensive report that distils key findings, ultimately contributing substantively to the scholarly discourse in Asian education writing instruction. Results. Within the confines of this systematic literature review, the researchers have successfully identified and meticulously scrutinised a total of nine pertinent theoretical frameworks that are intricately intertwined with the approach to PG writing. Furthermore, it has been ascertained that a total of 19 scholars have employed 12 distinct dependent variables in their respective research endeavours. The analysis conducted in this study has also yielded a comprehensive categorisation of instruments, which encompasses six distinct categories. This categorisation provides valuable insights into the various methodological approaches that have been utilised by scholars in their research on the topic of PG writing. By means of a rigorous examination of pedagogical and compositional methodologies, this synthesis has unveiled overarching foundational principles, encompassing preparation, modelling, planning, joint construction, independent construction, and revision, thereby encapsulating the comprehensive terrain of PG writing research. Conclusion. In summary, this systematic literature review serves as a highly valuable and indispensable tool for forthcoming scholars who are venturing into the realm of research pertaining to PG studies. The comprehensive findings encapsulate a wide range of interconnected theories and frameworks, a multitude of dependent variables examined, a variety of instruments employed, and intricate observations regarding teaching methodologies employed in the domain of PG writing research. The compilation of essential elements presented herein serves as a valuable resource for scholars seeking to engage in PG writing research. It facilitates the seamless identification and addressing of research gaps, while offering a comprehensive overview of the current research trends within this particular domain. © 2024 LLC Ecological Help. All rights reserved. |
| References |
Sabti, A. A., Md Rashid, S., Nimehchisalem, V., & Darmi, R. (2019). The impact of writing anxiety, writing achievement motivation, and writing self-efficacy on writing performance: A correlational study of Iraqi tertiary EFL learners. SAGE Open, 9(4), 215824401989428. https://doi.org/10.1177/2158244019894289. Ozdowska, A., Wyeth, P., Carrington, S., & Ashburner, J. (2021). Using assistive technology with SRSD to support students on the autism spectrum with persuasive writing. British Journal of Educational Technology, 52(2), 934-959. https://doi.org/10.1111/bjet.13063. MacLeod, A., Burm, S., & Mann, K. (2022). Constructivism: Learning theories and approaches to research. Researching Medical Education, 25-40. https://doi.org/10.1002/9781119839446.ch3. Bai, B., Wang, J., & Nie, Y. (2020). Self-efficacy, task values and growth mindset: What has the most predictive power for primary school students’ self-regulated learning in English writing and writing competence in an Asian confucian cultural context? Cambridge Journal of Education, 51(1), 65-84. https://doi.org/10.1080/0305764x.2020.1778639. Dos Santos, L. M. (2020). The discussion of communicative language teaching approach in language classrooms. Journal of Education and e-Learning Research, 7(2), 104-109. https://doi.org/10.20448/journal.509.2020.72.104.109. Rahimi, M., & Zhang, L. J. (2021). Effects of an engaging process-genre approach on student engagement and writing achievements. Reading & Writing Quarterly, 38(5), 487-503. https://doi.org/10.1080/10573569.2021.1982431. Huang, Y., & Jun Zhang, L. (2019). Does a process-genre approach help improve students’ argumentative writing in English as a foreign language? Findings from an intervention study. Reading & Writing Quarterly, 36(4), 339-364. https://doi.org/10.1080/10573569.2019.1649223. Alabere, R. A., & Shapii, A. (2019). The effects of process-genre approach on academic writing. JEES (Journal of English Educators Society), 4(2), 89-98. https://doi.org/10.21070/jees.v4i2.2598. Flowerdew, L. (2019). The academic Literacies approach to scholarly writing: A view through the lens of the ESP/Genre approach. Studies in Higher Education, 45(3), 579-591. https://doi.org/10.1080/03075079.2019.1576165. Sturk, E., & Lindgren, E. (2019). Discourses in teachers’ talk about writing. Written Communication, 36(4), 503-537. https://doi.org/10.1177/0741088319862512. Xiao, Y., & Watson, M. (2017). Guidance on conducting a systematic literature review. Journal of Planning Education and Research, 39(1), 93-112. https://doi.org/10.1177/0739456x17723971. Han, J., & Hiver, P. (2018). Genre-based L2 writing instruction and writing-specific psychological factors: The dynamics of change. Journal of Second Language Writing, 40, 44–59. https://doi.org/10.1016/j.jslw.2018.03.001. Zhang, L. J. (2016). Reflections on the pedagogical imports of western practices for professionalizing ESL/EFL writing and writing-teacher education. Australian Review of Applied Linguistics, 39(3), 203–232. https://doi.org/10.1075/aral.39.3.01zha. |
| This material may be protected under Copyright Act which governs the making of photocopies or reproductions of copyrighted materials. You may use the digitized material for private study, scholarship, or research. |