The Use of an Integrated Grammar-Genre-Based Writing Approach to Teach Business Writing Skills
Teaching intermediate Business English writing skills without a proper module or approach to a group of Low English Proficiency (LEP) students, who face serious problems in terms of language and writing skills, can be very challenging and demanding to teachers. To overcome these problems, this resea...
Saved in:
| Main Author: | |
|---|---|
| Format: | Journal |
| Language: | English |
| Published: |
AeU
2015
|
| Subjects: | |
| Online Access: | http://ur.aeu.edu.my/27/1/Bartholomew.doc http://ur.aeu.edu.my/27/ |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Summary: | Teaching intermediate Business English writing skills without a proper module or approach to a group of Low English Proficiency (LEP) students, who face serious problems in terms of language and writing skills, can be very challenging and demanding to teachers. To overcome these problems, this researcher had conducted an intensive, 6-month research with the objective of creating and testing out a specific, comprehensive and integrated writing approach called the Integrated Grammar-Genre-based Business Writing Approach (IGGBWA). This approach was created based on sound grammar, genre and writing theories and concepts. Based on this approach, a prototype module called the Integrated Grammar-Genre-based Business Writing Module (IGGBWM) was developed to teach the London Chamber of Commerce and Industry’s English for Business Level Two programme. It was also aimed at studying changes in the attitude and motivational level of the students after being exposed to the IGGBWM. An intact group of 38 students was exposed to the IGGBWA and IGGBWM through an Action Research programme by way of a Mixed Method approach. Data were collected via four quantitative instruments (Language Ability, Sentence Maturity, Business Document Writing Skills and Survey Questionnaire) and four written tests. Another two sets of qualitative instruments (Group Journal Writing and Written Response Questionnaire) were used to furnish the relevant data to shed more light on the quantitative data. Mean T-unit Length was used to measure the development in syntactic complexity in the students’ written product. The findings were motivating; the students, in general, showed a slow yet steady improvement in two major areas: EfB language ability and Business writing skills. In terms of the language ability, a 55.00 % improvement was noted; in terms of the improvement in the general EfB writing skills, a positive 23.00 % improvement was noted. The ability to write complex sentence structures, however, was not satisfactory. The analysis of qualitative data showed students had become more receptive towards EfB and writing skills and concerned about the role EfB played in determining their career development. This research has a huge potential: It can contribute much in terms of a specific approach and module to those who teach LEP students writing skills. However, further research must be carried out to study the effectiveness of the IGGBWA in the long term and at different levels and learning and teaching environments. |
|---|