Pedagogical implications and students' perceptions of genre method in an IELTS writing course

dc.contributor.authorChen, Qinghua
dc.contributor.supervisorTobin, Ruthanne
dc.contributor.supervisorAnderson, Tim
dc.date.accessioned2018-08-29T16:02:10Z
dc.date.available2018-08-29T16:02:10Z
dc.date.copyright2018en_US
dc.date.issued2018-08-29
dc.degree.departmentDepartment of Curriculum and Instructionen_US
dc.degree.levelMaster of Arts M.A.en_US
dc.description.abstractThis case study examined both the implications of using genre pedagogy on students’ writing performance in IELTS-like tests as well as students’ perceptions of the genre method in the context of IELTS preparation course. The data were writing samples and the interviews with the students as well as the instructor’s teaching daily field notes. The implications and students’ perceptions of genre method were found relating to a variety of factors, such as students’ prior experience in IELTS preparation course. This study also proposed some future research directions such as the integration of IELTS preparation into the ESL courses.en_US
dc.description.scholarlevelGraduateen_US
dc.identifier.urihttp://hdl.handle.net/1828/9975
dc.languageEnglisheng
dc.language.isoenen_US
dc.rightsAvailable to the World Wide Weben_US
dc.subjectgenre pedagogyen_US
dc.subjectIELTS writingen_US
dc.subjectgenre learning cycleen_US
dc.subjectgenre analysisen_US
dc.titlePedagogical implications and students' perceptions of genre method in an IELTS writing courseen_US
dc.typeThesisen_US

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