Enhancing Iranian EFL Learners’ Descriptive Writing Skill through Genre-based Instruction and Metalinguistic Feedback

Ahn, H. (2012). Teaching writing skills based on a genre approach to L2 primary school students: An action research. English Language Teaching, 5(2), 2-16.

Alcon Soler, E. (2007). Fostering EFL learners’ awareness of requesting through explicit and implicit consciousness-raising tasks. In M. P. García Mayo (Ed.), Investigating tasks in formal language learning (pp. 221-241). Clevedon: Multilingual Matters.

Binglan, Z., & Jia, C. (2010). The impact of teacher feedback on the long-term improvement in the accuracy of EFL student writing. Chinese Journal of Applied Linguistics, 33(2), 18-34.

Bitchener, J. (2008). Evidence in support of written corrective feedback. Journal of Second Language Writing, 17(2), 102-118.

Bitchener, J., & Ferris, D. (2012). Written corrective feedback in second language acquisition and second language writing. New York: Routledge.

Bitchener, J., & Knoch, U. (2015). Written corrective feedback studies: Approximate replication of Bitchener & Knoch (2010) and Van Beuningen, De Jong & Kuiken (2012). Language Teaching, 48(3), 405-414.

Bitchener, J., & Storch, N. (2015). Written corrective feedback for SLA: Theoretical perspectives and empirical research. London: Multilingual Matters.

Carstens, A. (2009). The effectiveness of genre-based approaches in teaching academic writing: Subject-specific versus cross-disciplinary emphases. Unpublished doctoral dissertation, Pretoria, South Africa, University of Pretoria.

Chaisiri, T. (2010). Implementing a genre pedagogy to the teaching of writing in a university context in Thailand. Language Education in Asia, 1(1), 181-199.

Crossly, S. (2007). A chronotopic approach to genre analysis: An exploratory study. English for Specific Purposes, 26, 4-24.

Daniels, H. (2007). Pedagogy. In H. Daniels, M. Cole & J. V. Wertsch (Eds.), The Cambridge companion to Vygotsky (pp. 307-331). Cambridge: Cambridge University Press.

Derakhshan, A., & Eslami, Z. (2015). The effect of consciousness-raising instruction on the pragmatic development of apology and request. TESL EJ, 18(4), 1-24.

Djiwandono, P. I. (2011). Applying consciousness-raising method to a writing class. Retrieved March 21, 2014, from http://litu.tu.ac.th/2012/images/litu/pdf/fllt_2011_proceedings-1.pdf

Ebadi, E. (2014). The effect of focused metalinguistic written corrective feedback on Iranian intermediate EFL learners’ essay writing ability. Journal of Language Teaching and Research, 5(4), 878-883.

Elashri, I. I. (2013). The effect of the genre-based approach to teaching writing on the EFL Al-Azhar secondary students’ writing skills and their attitudes towards writing. Retrieved May 12, 2015, from          files.eric.ed.gov/fulltext/ED539137.pdf

Ellis, R. (1993). Second language acquisition research: How does it help teachers? An interview with Rod Ellis. ELT Journal, 47(1), 3-11.

Ellis, R. (1997). SLA research and language teaching. Oxford: Oxford University Press.

Ellis, R. (2002). Grammar teaching: Practice or consciousness-raising? In J. C. Richards & W. A. Renandya (Eds.), Methodology in language teaching: An anthology of current practice (pp. 167-174). Cambridge: Cambridge University Press.

Ellis, R. (2009a). Corrective feedback and teacher development. Second Language Journal, 1(1), 3-18.

Ellis, R. (2009b). A typology of written corrective feedback types. ELT Journal, 2(2), 97-107.

Ellis, R. (2010). Does explicit instruction work? National Institute for Japanese Language and Linguistics, 2(1), 3-22.

Ferris, D. R. (2004). The ‘grammar correction’ debate in L2 writing: Where are we, and where do we go from here? (and what do we do in the meantime...?). Journal of Second Language Writing, 13(1), 49-62.

Ferris, D. R. (2006). Does error feedback help student writers? New evidence on the short- and long-term effects of written error correction. In K. Hyland & F. Hyland (Eds.), Feedback in second language writing: Contexts and issues (pp. 81-104). Cambridge: Cambridge University Press.

Hendricks, M. (2010). Consciousness-raising and prepositions. English Teaching Forum, 2(1), 24-29.

Henry, A. & Roseberry, R.L. (1999). Raising awareness of the generic structure and linguistic features of essay introductions. Language Awareness, 8(3-4), 190-200.

Henry, A. & Roseberry, R. L. (2001). A narrow-angled corpus analysis of moves and strategies of the genre: Letter of application. English for Specific Purposes, 20(2), 153-167.

Hyland, K. (2003). Second language writing. Cambridge: Cambridge University Press.

Hyland, K. (2007). Genre pedagogy: Language, literacy and L2 writing instruction. Journal of Second Language Writing, 16, 148-164.

Hyland, K. (2009). Teaching and researching writing. Harlow: Pearson Education Limited.

Hyland, K., & Hyland, F. (2006). Feedback on second language students’ writing. Language Teaching, 39, 77-95.

Lantolf, J. P. (Ed.). (2000). Sociocultural theory and second language learning. Oxford: Oxford University Press.

Lantolf, J. P. (2011). The sociocultural approach to second language acquisition: Sociocultural theory, second language acquisition, and artificial L2 development. In D. Atkinson (Ed.), Alternative approaches to second language acquisition (pp. 73-94). New York: Routledge.

Lantolf, J. P., & Appel, G. (Eds.). (1994). Vygotskian approaches to second language research. Norwood NJ: Ablex.

Lantolf, J. P. & Poehner, M. E. (2013). The unfairness of equal treatment: Objectivity in L2 testing and dynamic assessment. Educational Research and Evaluation, 19(2-3), 141-157.

Lee, M. (2012). Teaching genre-based writing to Korean high school students at a basic level. Unpublished master’s thesis, University of Wisconsin-river falls.

Liu, F. (2012). Genre analysis of American presidential inaugural speech. Theory and Practice in Language Studies, 2(11), 2407-2411.

Luo, J., & Huang, T. Y. (2015). Genre-based analysis of American tourism brochures. Open Journal of Social Sciences, 3, 200-208.

Martin-Martin, P. (2013). The teaching of academic writing to English as a second language students: A functional genre-based approach. Revista de Lenguas para Fines Específicos, 19, 329-351.

Mitchell, R., Myles, F., & Marsden, E. (2013). Second language learning theories. New York: Taylor & Francis Group.

Mohamed, N. (2004). Consciousness-raising tasks: A learner perspective. ELT Journal, 58(3), 228-237.

Mohammadi, M. (2009). Recast and metalinguistic feedback in teaching and learning L2 writing: A comparative study. The Journal of Asia TEFL, 6(3), 227-244.

Na, D. E. (2004). Genre-based approach to teaching writing. Retrieved June 9, 2013, from ctl.intimal.edu.my/ictl2007...2B-02 Paper%2092%20

Narita, R. (2012). The effects of pragmatic consciousness-raising activity on the development of pragmatic awareness and use of hearsay evidential markers for learners of Japanese as a foreign language. Journal of Pragmatics, 44(1), 1-29.

Nitta, R., & Gardner, S. (2005). Consciousness-raising and practice in ELT coursebooks. ELT Journal, 59(1), 3-13.

Nueva, J. C. (2010). Genre-based instruction: Its effect on students’ news article. Retrieved June 12, 2013, from         http://www.fllt2013.org/private_folder/Proceeding/338.pdf

Poehner, M.E. (2012). The Zone of Proximal Development and the genesis of self-assessment. Modern Language Journal, 96(4), 610-622.

Read, S. (2010). A model for scaffolding writing instruction: IMSCI. The Reading Teacher, 64(1), 47-52.

Reppen, R. (2002). A genre-Based approach to content writing instruction. In J. C. Richards & W. A. Renandya (Eds.), Methodology in language teaching: An anthology of current practice (pp. 321-327). Cambridge: Cambridge University Press.

Richards, J. C. (2002). 30 years of TEFL/TESL: A personal reflection. RELC Journal, 33(2), 1-36.

Rose, K. R. (1994). Pragmatic consciousness-Raising in an EFL context. Pragmatics and Language Learning, 5, 52-63.

Sharwood Smith, M. (1981). Consciousness-raising and the second language learner. Applied Linguistics, 2(2), 159-168.

Sheen, Y. (2007). The effect of focused written corrective feedback and language aptitude on ESL learners’ acquisition of articles. TESOL Quarterly, 41, 255-83.

Sheppard, K. (1992). Two feedback types: Do they make a difference? RELC Journal, 23(1), 103-110.

Swain, M. (2010). Talking-it through: Languaging as a source of learning. In R. Batstone (Ed.), Sociocognitive perspectives on language use/learning (pp. 112-130). Oxford: Oxford University Press.

Swain, M., Kinnear, P., & Steinman, L. (2011). Sociocultural theory in second language acquisition: An introduction through narratives. Bristol, UK: Multilingual Matters.

Swain, M., & Lapkin, S. (1998). Interaction and second language learning: Two adolescent French immersion students working together. Modern Language Journal, 82(3), 320-337.

Thorne, S. L., & Lantolf, J. P. (2006). A linguistics of adaptable signs. In A. Pennycook & S. Makoni (Eds.), Disinventing language (pp. 21-37). Clevedon: Multicultural Matters.

Ting, S. H., Campbell, Y. M., Law, L., & Poh, H. H. (2013). Explanations without a purpose? Genre-based instruction and academic writing. Journal of Academic Language & Learning, 7(1), 26-39.

Troyan, F. J. (2013). Investigating a genre-based approach to writing in an elementary Spanish program. Unpublished doctoral dissertation, Pennsylvania: University of Pittsburg.

Truscott, J. (1996). The case against grammar correction in L2 writing classes. Language Learning, 46(2), 327-369.

Truscott, J. (1999). The case for grammar correction in L2 writing classes: A response to Ferris. Journal of Second Language Writing, 8(1), 111-122.

Truscott, J. (2004). Evidence and conjecture on the effects of correction: A response to Chandler. Journal of Second Language Writing, 13, 337-343.

Tuan, L. T. (2011). Teaching writing through genre-based approach. Theory and Practice in Language Studies, 1(11), 1471-1478.

Vengadasamy, R. (2002). Responding to student writing: Motivate, not criticise. GEMA Online Journal of Language Studies, 2(1), 21-30.

Vyatkina, N. (2011). Writing instruction and policies for written corrective feedback in the basic language sequence. Second Language Journal, 3(1), 63-92.

Williams, B., Brown, T., & Onsman, A. (2010). Exploratory factor analysis: A five-step guide for novices. Australasian Journal of Paramedicine, 8(3), 1-21.