Effectiveness of Systemic Text Analysis in EFL Writing Instruction

Authors

DOI:

https://doi.org/10.26817/16925777.310

Keywords:

EFL writing, cohesion, coherence, thematic patterns, text analysis

Abstract

This action research study investigates the effectiveness of a model based on the theory of systemic text analysis for the teaching of EFL writing. Employing students’ pieces of writing and a teachers’ survey as data collection instruments, the writing performance of a group of monolingual intermediate level adult students enrolled on a private EFL school in Bogota, Colombia was gauged before and after the model implementation. The results suggest that the proposed model is somewhat effective for the teaching of factual EFL writing and that it has a seemingly positive effect on the writing performance of EFL students in terms of cohesion and coherence at the paragraph level.

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Author Biography

  • Ender Velasco Tovar, British Council, British Council, British Council, British Council, British Council

    Ender Velasco Tovar holds a Cambridge CELTA and DTELLS, and a MA in Applied Linguistics and TESOL. He has over 10 years teaching experience in various contexts in the UK and Colombia. He has written for specialized journals such as CALJ, and has recently published a book entitled A Brief Introduction to ELT Methodology. His research interests include: the application of text analysis to the EFL classroom, EFL writing and ELT methodology.

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Published

2016-12-21

Issue

No. 13 (2016)

Section

Research Articles

How to Cite

Effectiveness of Systemic Text Analysis in EFL Writing Instruction. (2016). GIST – Education and Learning Research Journal, 13, 11-33. https://doi.org/10.26817/16925777.310