Evaluating a web-based genre-awareness course: The role of technology to enhance autonomous learning

Unlike the approved efficacy of Computer-Assisted Language Learning (CALL) courses in conveying general English writing, little research is conducted to investigate the effects of genre-based academic courses on university students ‘academic writing. Thus, the present research aims to evaluate the effects of implicit and explicit genre instruction on TEFL students ‘abstract writing. In this study, ۴۵ M.A. university students from state universities in Tehran attended a web-based abstract writing course. A questionnaire and semi-structure interviews were used to check the participants ‘perspectives on the efficacy of the course. The results revealed that the implicit group had positive attitudes towards the exposure-oriented, web-based course. These results further can be investigated to integrate CALL and EAP courses for higher pedagogical achievements.

Keywords:

Computer-Assisted Language Learning (CALL) , English for Academic Purposes (EAP) , genre-based instruction , implicit learning , explicit learning