Enhancing Rhetorical Move Competence in Research Article Discussion Sections through Collaborative Genre-Based Learning
DOI:
https://doi.org/10.21009/ijlecr.v12i1.67443Kata Kunci:
Collaborative Learning, Rhetorical Moves, Research Article, Discussion Sections, Academic WritingAbstrak
This study investigates the role of collaborative genre-based learning in enhancing rhetorical move competence in Research Article (RA) Discussion sections among undergraduate English education students. Employing an explanatory mixed-methods design, the quantitative phase utilized a quasi-experimental pre-test–post-test control group approach involving 80 students. The experimental group (n = 40) participated in structured collaborative learning activities grounded in genre-based pedagogy, whereas the control group (n = 40) received conventional lecture-based instruction. Pre-test results indicated comparable baseline performance between the two groups (experimental: M = 12.14, SD = 3.21; control: M = 12.01, SD = 3.42). Following the intervention, the experimental group achieved significantly higher post-test scores (M = 18.47, SD = 3.07) than the control group (M = 15.23, SD = 3.19), with a greater mean gain (6.33 versus 3.22). Independent-samples t-test analysis revealed a statistically significant difference between groups, t(78) = 5.91, p < .001, indicating a strong positive effect of collaborative genre-based learning on rhetorical move competence. The qualitative phase, incorporating genre-based move analysis and semi-structured interviews, further demonstrated that collaborative activities facilitated students’ awareness of communicative purposes, rhetorical sequencing, and evidence-based argumentation. Participants also reported increased confidence, rhetorical awareness, and engagement during academic writing processes. The findings suggest that collaborative genre-based instruction constitutes an effective pedagogical approach for improving both rhetorical performance and metacognitive awareness in EFL academic writing contexts. This study contributes to English for Academic Purposes (EAP) research by providing context-sensitive evidence regarding the role of socially mediated learning in the development of disciplinary writing competence.
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