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Genre-Based Writing Instruction for Secondary School Students in an English as a Foreign Language Context: Facilitating Text Organization and Cohesion

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Title: Genre-Based Writing Instruction for Secondary School Students in an English as a Foreign Language Context: Facilitating Text Organization and Cohesion
Language: English
Authors: Koji Osawa (ORCID 0000-0001-7697-650X)
Source: SAGE Open. 2025 15(4).
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 19
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Secondary Education
Descriptors: Foreign Countries, Secondary School Students, English (Second Language), Second Language Learning, Writing Instruction, Literary Genres, Persuasive Discourse, Text Structure, Connected Discourse, Intervention, Writing Achievement
Geographic Terms: Japan
DOI: 10.1177/21582440251375196
ISSN: 2158-2440
Abstract: In secondary school English as a Foreign Language (EFL) contexts, skill in argumentative writing is among the most important aspects for students' academic success. However, EFL writing in secondary school remains largely unexplored in second language writing research, which seldom focuses on functional features of language, such as text structure and cohesion. This study investigates how a functional approach can help secondary school EFL students develop their ability to write argumentative texts. To accomplish this, a functional approach, Genre-Based Approach (GBA), was used as a teaching intervention to examine how it impacted 26 Japanese secondary school EFL students' linguistic choices on essay writing tests. Using data from pre- and post-intervention essays, a quantitative analysis was conducted, showing a statistically significant difference in students' task performance, text structure, and cohesion in argumentative writing. The results suggest that GBA had a meaningful impact on the students' argumentative writing performance and that explicit instruction that connects language resources with a social context might help raise students' genre awareness and improve their writing performance. These findings are expected to help secondary school EFL teachers better understand how text structure and cohesion should be taught in secondary school EFL contexts.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1495555
Database: ERIC
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  Data: Genre-Based Writing Instruction for Secondary School Students in an English as a Foreign Language Context: Facilitating Text Organization and Cohesion
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  Data: <searchLink fieldCode="AR" term="%22Koji+Osawa%22">Koji Osawa</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7697-650X">0000-0001-7697-650X</externalLink>)
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Instruction%22">Writing Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Literary+Genres%22">Literary Genres</searchLink><br /><searchLink fieldCode="DE" term="%22Persuasive+Discourse%22">Persuasive Discourse</searchLink><br /><searchLink fieldCode="DE" term="%22Text+Structure%22">Text Structure</searchLink><br /><searchLink fieldCode="DE" term="%22Connected+Discourse%22">Connected Discourse</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Achievement%22">Writing Achievement</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Japan%22">Japan</searchLink>
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  Data: 10.1177/21582440251375196
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  Data: In secondary school English as a Foreign Language (EFL) contexts, skill in argumentative writing is among the most important aspects for students' academic success. However, EFL writing in secondary school remains largely unexplored in second language writing research, which seldom focuses on functional features of language, such as text structure and cohesion. This study investigates how a functional approach can help secondary school EFL students develop their ability to write argumentative texts. To accomplish this, a functional approach, Genre-Based Approach (GBA), was used as a teaching intervention to examine how it impacted 26 Japanese secondary school EFL students' linguistic choices on essay writing tests. Using data from pre- and post-intervention essays, a quantitative analysis was conducted, showing a statistically significant difference in students' task performance, text structure, and cohesion in argumentative writing. The results suggest that GBA had a meaningful impact on the students' argumentative writing performance and that explicit instruction that connects language resources with a social context might help raise students' genre awareness and improve their writing performance. These findings are expected to help secondary school EFL teachers better understand how text structure and cohesion should be taught in secondary school EFL contexts.
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    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Secondary School Students
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      – SubjectFull: English (Second Language)
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      – SubjectFull: Second Language Learning
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      – SubjectFull: Writing Achievement
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      – SubjectFull: Japan
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      – TitleFull: Genre-Based Writing Instruction for Secondary School Students in an English as a Foreign Language Context: Facilitating Text Organization and Cohesion
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