{"title":"Developing a genre-based research article reading module for undergraduate students","authors":"","doi":"10.1016/j.jeap.2024.101448","DOIUrl":null,"url":null,"abstract":"<div><div>Although research articles (henceforth RA) have been widely used in undergraduate teaching as assigned readings or supplementary teaching materials, studies addressing students' challenges in RA reading are infrequent. We conducted a two-cycle action research to examine the effect of genre instruction on RA reading comprehension of Year 3 and 4 undergraduate students in economics. In Cycle 1, students (n = 34) were introduced to move structures of conventional sections, including Introduction, Method, Results, Discussion, and Conclusion; in Cycle 2, students (n = 34) were introduced to a discipline-specific move model of economics. Apart from the conventional sections, the model used in Cycle 2 also describes the rhetorical structure of discipline-specific sections, such as Theoretical Model, Econometric Model, Robustness, and Mechanisms. Summary writing and multiple-choice tests were used to measure students' improvements in reading comprehension. The findings show that Cycle 2 instruction significantly improved students’ performance in summary writing (medium effect size) and multiple-choice tests (small effect size), whereas Cycle 1 instruction did not. Also, fewer students in Cycle 2 perceived cognitive overload challenges than their peers in Cycle 1. The findings can be useful for EAP practitioners teaching similar cohorts of students.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":null,"pages":null},"PeriodicalIF":3.1000,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of English for Academic Purposes","FirstCategoryId":"98","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S1475158524001164","RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
Although research articles (henceforth RA) have been widely used in undergraduate teaching as assigned readings or supplementary teaching materials, studies addressing students' challenges in RA reading are infrequent. We conducted a two-cycle action research to examine the effect of genre instruction on RA reading comprehension of Year 3 and 4 undergraduate students in economics. In Cycle 1, students (n = 34) were introduced to move structures of conventional sections, including Introduction, Method, Results, Discussion, and Conclusion; in Cycle 2, students (n = 34) were introduced to a discipline-specific move model of economics. Apart from the conventional sections, the model used in Cycle 2 also describes the rhetorical structure of discipline-specific sections, such as Theoretical Model, Econometric Model, Robustness, and Mechanisms. Summary writing and multiple-choice tests were used to measure students' improvements in reading comprehension. The findings show that Cycle 2 instruction significantly improved students’ performance in summary writing (medium effect size) and multiple-choice tests (small effect size), whereas Cycle 1 instruction did not. Also, fewer students in Cycle 2 perceived cognitive overload challenges than their peers in Cycle 1. The findings can be useful for EAP practitioners teaching similar cohorts of students.
期刊介绍:
The Journal of English for Academic Purposes provides a forum for the dissemination of information and views which enables practitioners of and researchers in EAP to keep current with developments in their field and to contribute to its continued updating. JEAP publishes articles, book reviews, conference reports, and academic exchanges in the linguistic, sociolinguistic and psycholinguistic description of English as it occurs in the contexts of academic study and scholarly exchange itself.