The Argumentative Essay from Multiple Sources: Genre-Based Instruction to Foster Autonomy in EFL Academic Literacy

Argumentative writing in a second language: Perspectives on teaching, assessment, and research

University of Michigan

Lugar: Michigan ; Año: 2021; p. 204 - 222

This chapter reports the results of a study conducted to foster autonomy in EFL academic literacy. The specific objective was to evaluate whether genre-based instruction in argumentative essay writing utilizing multiple sources has positive effects on students´ performance, self-perceived abilities, and attitudes. A quasi-experimental design with quantitative and qualitative methods was employed. Participants were one instructor, two raters, and 79 advanced EFL students. The results reveal that genre-based instruction is an effective pedagogical tool in the context of the study to develop students? skills to draw from sources when generating argumentative essays.