The aim of the research presented here is to understand and evaluate the impacts of genre-specific process approach teaching on associate degree students’ writing at Hong Kong Community College of the Hong Kong Polytechnic University. Using Hyland’s (2003; 2009) genre-based pedagogy as the theoretical support of this research, the presenters will do a comparative study to see the differences between using process approach in teaching writing and using genre-specific process approach in teaching writing. Both quantitative and qualitative data are to be analysed to answer the research assumption, which is adopting genre-based pedagogy will better develop students’ confidence and competence in using English within the academic contexts. This research is also an extension of a study that granted research funding by the college in 2014. The previous study discovered that in MOOC (Massive Open Online Courses) aided academic English learning, success mostly depends on learning context. In other words, well-designed learning resources, effective feedbacks from tutors and peer support play important roles in enhancing students’ English learning outcomes. This study will use data from previous research and data from the proposed research to investigate whether genre-based approach can enhance students’ English proficiency.
|Publication status||Published - 1 Jun 2017|
|Event||CAES International Conference: Faces of English 2: Teaching and Researching Academic and Professional English - The University of Hong Kong, Hong Kong|
Duration: 1 Jun 2017 → 3 Jun 2017
|Conference||CAES International Conference|
|Period||1/06/17 → 3/06/17|