Academic writing in English is a challenging task for EFL students despite of its increasing demand in higher education.Thus,the current study adapts the teaching/learning cycle(hereafter TLC)by Martin and Rose(2005)based on a Systemic Functional Linguistics,which consists of the Deconstruction,Joint construction,and Independent construction stages.Reflecting on the context of the present study,TLC is modified with an additional Deconstruction stage right after the Joint construction stage.This is called a second Deconstruction stage which analyzes the students’ writing texts produced through the Joint construction stage.This study was conducted in a Korean university with 62 second -year novice student writers for 8 weeks.32 students were taught through the modified TLC program and 31 counterparts were taught by a conventional bottom-up writing method.Both groups were taught by the same English teacher.For mixed method research,data collection included written text data, questionnaire and reflection on a blog.A two-way ANOVA in SPSS revealed that the modified TLC was more effective than the conventional writing method to improve the students’ expository essays, regardless of their previous writing competency. Furthermore, a mixed ANOVA using SPSS uncovered that the Joint constructions stage was the most effective phase to enhance the students’ expository writing skill that had progressed via the four stages continually. Interestingly, however, the qualitative data supported that the students believed the second Deconstruction stage to be more useful to further develop their expository writing skill.
Min Jung Kim, Macquarie University, Australia
Stream: English for Academic Purposes
This paper is part of the ACLL2018 Conference Proceedings (View)
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