Use of the Genre-Based Approach to Teach Expository Essays to English Pedagogy Students

Main Article Content

Eric Gómez Burgos

Abstract

The following article reports the results of an action research project conducted in a public university in Chile. The project consisted of exposing ten undergraduate students from an English pedagogy program to a genre-based approach to writing expository essays. During eight weeks the three stages of the genre-based approach, namely: deconstruction, joint construction, and individual construction, were adapted and developed with the participants. Results gave evidence that a genre-based approach to teaching expository essays is effective in this context because after the application of the action research project, the students’ compositions improved in comparison to the participants’ pre-intervention essays.

Article Details

How to Cite
Gómez Burgos, E. (2017). Use of the Genre-Based Approach to Teach Expository Essays to English Pedagogy Students. HOW Journal, 24(2), 141-159. https://doi.org/10.19183/how.24.2.330
Section
Research Reports
Author Biography

Eric Gómez Burgos, Facultad de Ciencias de la Educación Universidad de Talca Linares - Chile

Eric Gómez Burgos holds an MA in applied linguistics to the teaching of English. Currently he works at Universidad de Talca in Linares (Chile) as the Director of the undergraduate English teacher program. His areas of interest are L2 writing and EFL teaching methodology.

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