Exploring Genre Awareness: L2 Learners’ Voices in Tertiary-Level Writing Contexts

Basit Öğe Kaydı
dc.contributor.authorSöğüt, Sibel
dc.contributor.authorCivan, İlknur
dc.contributor.authorBelli, Serap Atasever
dc.date.accessioned2025-03-23T19:11:51Z
dc.date.available2025-03-23T19:11:51Z
dc.date.issued2024
dc.departmentSinop Üniversitesi
dc.description.abstractThis study explored tertiary-level L2 learners’ familiarization with genre-specific conventions in English writing skills. Employing a qualitative research paradigm, data were gathered via semi-structured interviews with 26 L2 learners. An inductive content analysis was conducted to elicit recurring codes and themes. The learners expressed strengths encompassing the recognition of genre-specific features, awareness of linguistic and organizational conventions in genre writing, and formality level. They highlighted the challenges in their orientation to genre identification, text organization, and genre-specific language choices. The learners established connections between these challenges and limited prior writing experience in L1 and L2 and their subsequent reliance on L2 formal knowledge. Further sources of challenges were linked to affective factors, language proficiency, genre convention mastery, and topic familiarity. They reported feeling anxious due to unfamiliarity with genre features, lack of interest in a given topic, inadequate pre-writing, and planning stage, the demanding nature of the process-genre writing instruction, and instructors’ expectations. They proposed suggestions regarding the mastery of lexical and grammatical knowledge, the provision of effective feedback from instructors to improve textual organization, and genre-specific language conventions. Accordingly, instructional implications for the cultivation of genre knowledge and awareness of tertiary-level writing skills are presented.
dc.identifier.doi10.18039/ajesi.1366618
dc.identifier.endpage629
dc.identifier.issn2146-4014
dc.identifier.issue2
dc.identifier.startpage612
dc.identifier.trdizinid1251971
dc.identifier.urihttps://doi.org/10.18039/ajesi.1366618
dc.identifier.urihttps://search.trdizin.gov.tr/tr/yayin/detay/1251971
dc.identifier.urihttps://hdl.handle.net/11486/3673
dc.identifier.volume14
dc.indekslendigikaynakTR-Dizin
dc.language.isoen
dc.relation.ispartofAnadolu Journal of Educational Sciences International
dc.relation.publicationcategoryMakale - Ulusal Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_TR_20250323
dc.subjectEğitim
dc.subjectEğitim Araştırmaları
dc.titleExploring Genre Awareness: L2 Learners’ Voices in Tertiary-Level Writing Contexts
dc.typeArticle

Dosyalar

Koleksiyon

TR-Dizin İndeksli Yayınlar Koleksiyonu