A genre-based approach to teaching personal recount writing to 6th grade EFL students in Chile

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dc.catalogadorpva
dc.contributor.advisorGajardo Moller, Consuelo
dc.contributor.authorOrtega, Abigail
dc.contributor.otherPontificia Universidad Católica de Chile. Facultad de Letras
dc.date.accessioned2024-05-02T16:01:24Z
dc.date.available2024-05-02T16:01:24Z
dc.date.issued2023
dc.date.updated2024-04-30T23:00:22Z
dc.descriptionTesis (Magíster en Lingüística Aplicada al Inglés como Lengua Extranjera)--Pontificia Universidad Católica de Chile, 2023
dc.description.abstractThis mixed-methods study intended to implement a genre-based approach to writing, informed by SFL (Systemic Functional Linguistics), in a Chilean EFL (English as a Foreign Language) context. The primary aim of this research was to evaluate the effectiveness and student perceptions of a genre-based pedagogical intervention (GBP) designed to enhance the writing proficiency of sixth-grade EFL students in producing personal recount texts.The writing assignments of five students were analyzed, engaging in the production of a specific form of personal recount text: diary entries. The assessment of the effectiveness of the genre-based intervention involved the analysis of pre-test and post-test diary entries, with a focus on the social purpose and language choices inherent to the personal recount genre. Data was collected through quantitative analysis of diary entries, and qualitative analysis of the participants’ responses to an open-ended questionnaire.The findings of the pre-test and post-test compositions, supported by a statistical analysis, identified a substantial improvement in students' overall personal recount writing skills following the implementation of the genre-based approach, in aspects such as use of evaluative language and cohesively connecting a sequence of main events. Results also indicated that students' perspectives were mostly positively impacted by the GBP's application, with students indicating that each stage of the method was effective in helping them write their compositions. Overall, the results highlight students' predominantly positive perspectives on the application of the GBP, emphasizing the effectiveness of each stage of the method in facilitating their composition process in aspects such as genre comprehension and easiness in the writing process. Ultimately, this research contributes to the understanding of the potential of genre-based pedagogy in the Chilean EFL context and its impact on students' writing performance and perceptions.
dc.fechaingreso.objetodigital2024-04-30
dc.format.extent131 páginas
dc.fuente.origenAutoarchivo
dc.identifier.doi10.7764/tesisUC/LET/85411
dc.identifier.urihttps://doi.org/10.7764/tesisUC/LET/85411
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/85411
dc.information.autorucFacultad de Letras; Gajardo Moller, Consuelo; 0000-0001-5371-5411; 1008862
dc.information.autorucFacultad de Letras; Ortega, Abigail; S/I; 1195426
dc.language.isoen
dc.nota.accesocontenido completo
dc.rightsacceso abierto
dc.subjectEFL teaching
dc.subjectEFL instruction in Chilean contexts
dc.subjectWriting instruction
dc.subjectGenre-based pedagogy (GBP)
dc.subjectSystemic functional linguistics (SFL)
dc.subject.ddc400
dc.subject.deweyLenguases_ES
dc.subject.ods04 Quality education
dc.subject.odspa04 Educación y calidad
dc.titleA genre-based approach to teaching personal recount writing to 6th grade EFL students in Chile
dc.typetesis de maestría
sipa.codpersvinculados1008862
sipa.codpersvinculados1195426
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3.11 Tesis magíster