Impact of genre-based teaching on design report writing
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Date
2017
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University of Management and Technology Lahore
Abstract
The study explores the impact of Genre-based teaching on learner's outcome in writing forms through Design Report Writing. Various genres have been assessed and reviewed by English Language Teaching practitioners for teaching pedagogy and for assessing learning outcome; however, no one has ventured to assess the impact of Genre-based teaching of writing on Tertiary students' design detailing in report writing formats who are learning English for a purpose, i.e., to cater the professional needs of describing a product design aesthetically as well as functionality. Therefore, this research paper attempts to identify key factors that affect on students' academic output while learning in an EAP environment. UsingExperimental method, the data was elicited through Pre-tests and post-tests, classroom observations, semi structured interviews and self-assessment checklists. Semi structured interviews were conducted from Seven Language Teachers who were teaching Report writing in collaboration with Design Studio Teachers.Self-Assessment Checklist was developed to analyse the level of assimilation of Genre based Teaching in students. Students filled it after post-test was conducted. Classroom observations were recorded and interpreted using COLT A Scheme to ascertainthe data. COLT A describes classroom events at the level of activity. COLT A defines the concept of classroom activityas intuitive and pedagogicallymeaningful. Results obtained through COLT A Scheme suggest that medium of instruction, information clarity, class environment, student behaviour, class instructor, class task activity levels and student activity response level of the Experimental group was more interactive in attaining better outcome in term of written responses than the Control group.Ten hours of teaching based on the Deconstruction, Joint Construction and Independent Construction phases of the Teaching Learning Cycle was conducted in the Experimental Group. The chief finding of the study is that Genre-based teaching through The Teaching-Learning Cycle by Feez was more effective than the traditional 10 hours teaching of PIFD students in design report writings for Design Undergraduates. Along with this ,Academic skills of University Students were measured using MASUS for Use of source material-information retrieval and processing, Structure and development of answer, Control of academic writing, grammatical correctness and Qualities of presentation. Results obtained from MASUS Checklist Interpretations using One-Way ANOVAsupport the hypothetical stance that the post-test performance of experimental Group in Report Writing tasks was significantly better than that of the control Group. Overall, the study holds significance as it attempts to design a critical, conceptual framework for teaching Report Writing to Design Undergraduates.This research paper plans to address the report writing conventions of design undergraduates studying in countries where English is considered to be a second language.
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Keywords
Genre-based pedagogy, Design Report Writing, M.Phil Thesis