Examining the Implementation of a Systemic Genre-Based Rubric for Assessing Expository Writing by EFL Teachers
محورهای موضوعی : Applied Linguistics
Samineh Poorsoti
1
,
Nader Assadi
2
,
Haniyeh Davatgari Asl
3
1 - دانشگاه ازاد اهر
2 - Department of English Language Teaching, Ahar Branch, Islamic Azad University, Ahar, Iran
3 - Assistant Professor, English Language Department, Ahar Branch, Islamic Azad University, Ahar, Iran
کلید واژه: Expository Writing, Genre, Genre-Based Approach, Systemic Functional Grammar, Writing Skill ,
چکیده مقاله :
Systemic functional and genre-based approaches developed by Halliday emphasized the point that language structure is intrinsically interrelated with social context and function. Administering these approaches in EFL situations would augment teachers’ and learners’ apprehending of the core of language use and usage in dissimilar settings. Teachers can use these approaches in instruction and assessment of language skills and sub-skills grounded on specific genres. The aim of the study is to explore EFL teachers’ use of a systemic genre-based rubric for assessing expository writing of EFL learners. The current study is a two-staged quantitative research. The participants of the first stage included 50 male and female EFL teachers holding M.A. and Ph.D. degrees selected using a purposeful sampling method. The second stage was conducted among 105 male and female EFL teachers selected through stratified sampling. The instrument was a researcher-made questionnaire developed grounded on Halliday’s systemic functional linguistics including the components of Context of Culture, Context of Situation, and Lexico-Grammar features. The reliability of the questionnaire was ensured through Cronbach’s alpha and the validity was examined by content and construct validity. The findings of the first stage showed that the designed questionnaire was localized and confirmed using factor analysis. Moreover, the results of the second stage obtained from one sample t-test revealed that EFL teachers noticeably consider and apply the mentioned components in assessing expository writing. Accordingly, it can be concluded that using systemic genre-based rubric can be effective in accurate assessment of expository texts.
Systemic functional and genre-based approaches developed by Halliday emphasized the point that language structure is intrinsically interrelated with social context and function. Administering these approaches in EFL situations would augment teachers’ and learners’ apprehending of the core of language use and usage in dissimilar settings. Teachers can use these approaches in instruction and assessment of language skills and sub-skills grounded on specific genres. The aim of the study is to explore EFL teachers’ use of a systemic genre-based rubric for assessing expository writing of EFL learners. The current study is a two-staged quantitative research. The participants of the first stage included 50 male and female EFL teachers holding M.A. and Ph.D. degrees selected using a purposeful sampling method. The second stage was conducted among 105 male and female EFL teachers selected through stratified sampling. The instrument was a researcher-made questionnaire developed grounded on Halliday’s systemic functional linguistics including the components of Context of Culture, Context of Situation, and Lexico-Grammar features. The reliability of the questionnaire was ensured through Cronbach’s alpha and the validity was examined by content and construct validity. The findings of the first stage showed that the designed questionnaire was localized and confirmed using factor analysis. Moreover, the results of the second stage obtained from one sample t-test revealed that EFL teachers noticeably consider and apply the mentioned components in assessing expository writing. Accordingly, it can be concluded that using systemic genre-based rubric can be effective in accurate assessment of expository texts.
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