This paper is a classroom-based research study, which explores the practice of the English teacher genre-based writing in the English Foreign Language (ELF) setting as regards the classroom interaction patterns. The study took place in a private tertiary institution in Istanbul, Turkey. To ensure the essence of the qualitative research design, the interpretive participant fieldwork, classroom observation data, structured and semi-structured interviews, course pack, syllabus, and handout analysis were integrated also in the research process. The data collection and analyses occurred simultaneously. The categories along with the subcategories such as teacher pedagogy of the genre-based writing approach, learning outcomes and interaction patterns were created and verified; concurrently with the accumulated data. To ensure the external reliability of the outcome, triangulation and member checking was employed and the results indicate that genre-based writing classes observed in this study have focused on the model texts and the production of similar texts disregarding two other major phases - contextual explanation and joint construction of the text, which are vital for delivering the social purpose of writing skills.
|Journal Section||Research articles|
|Publication Date||December 10, 2017|
|Application Date||November 10, 2017|
|Acceptance Date||December 5, 2017|
|Published in Issue||Year 2017, Volume 3, Issue 2|