The Impact of Explicit, Implicit, and No-Formal Genre-based Instruction on Argumentative Essay Writing

| June 6, 2013

July 2013
Volume 7 Issue 1

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The Impact of Explicit, Implicit, and No-Formal Genre-based Instruction on Argumentative Essay Writing

Farzaneh Khodabandeh, Dr. Manochehre Jafarigohar, Dr. Hassan Soleimani,
Dr. Fatemeh Hemmati
Tehran Payame Noor University


Farzaneh Khodabadeh is an instructor at Mobarakeh Payame Noor University and a Ph.D student teaching reading, writing, grammar, translation, and conversation with research interests in contrastive rhetoric, genre analysis, pragmatics, and discourse analysis.

Manoochehr Jafarigohar: Ph.D. in TEFL, MA in TEFL, BA in English translation; author of thirteen academic textbooks; presentation in more than 20 international conferences; published papers in various journals; 25 year experience of teaching English; 20 years of teaching and research in distance education; advisor and reader to over 100 post-graduate theses and dissertations.

Hassan Soleimani is an assistant professor at the University of Payame Noor, Tehran, Iran, where he teaches computer-assisted language learning and EFL curriculum development for Ph.D. candidates, and research methods and language teaching methodology to graduate and undergradute students. He has written some books, including An Introduction to Non-parametric Statistics for Applied Linguistics Research (2009), and articles in national and international journals. He also serves as the editorial board member of some journals. His areas of interest include research methodology and statistics, curriculum design, and SLA issues.

Fatemeh Hemmati, PhD, Assistant Professor, University of Payame Noor Iran


The purpose of the current project was to examine how three instructional treatments of genre-based approach to teaching writing affected the extent to which students gained control over key features of the argumentative writing based on Toulmin’s model (2003). The present study shed some light on whether or not genre awareness could be achieved through explicit, implicit or without formal instruction.Though participants were second-year English major students, they had no formal knowledge in the English argumentative essay. The course was made available over a six-day period to the experimental and control participants who attended both instructional and practice sessions and over a four-day period to the self-study group who just participated in the practice sessions. Students participated in the following activities: modelling, joint construction, and independent construction of texts. The data were collected from a pre- and post-essays. The obtained data were calculated using ANOVA to identify whether there were significant differences between the test scores of the three groups. Regarding the comparison of pre- and post-argumentative essays, the results were particularly encouraging for the experimental group. These students actually made greater gains on most of the categories assessed on their post -argumentative essay. EFL researchers and educators could benefit from an experimental study of the development of genre awareness through models with explicit instruction.

Keywords: Explicit instruction; implicit instruction, no-formal instruction, argumentative essay writing

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Category: Volume 7 Issue 1 June 2013