NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1078947
Record Type: Journal
Publication Date: 2012-Feb
Pages: 15
Abstractor: As Provided
ISSN: ISSN-1916-4742
Teaching Writing Skills Based on a Genre Approach to L2 Primary School Students: An Action Research
Ahn, Hyejeong
English Language Teaching, v5 n2 p2-16 Feb 2012
This article, based on research findings, examines the effect of implementing a genre approach to develop writing competency of Year 5 and 6 L2 primary school students. Using action research, the genre approach was implemented over a 10-week term with two lessons per week in a culturally and linguistically diverse ESL class in a South Australian public metropolitan primary school. Two specific genres, Report and Essay writing, were taught using a three-staged teaching and learning cycle (TLC), based on Vygotsky's notion of scaffolding. Assessment was conducted by comparing students' writing samples, before and after the teaching intervention. The results indicated that the teacher's active scaffolding processes at the early stage of the cycle benefited students by making them aware of the different ways texts are organised for different communicative purposes. In addition, students' confidence level increased and the approach encouraged a positive attitude towards writing.
Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A