مقالے کی معلومات
جلد
شمارہ
مقالے کی قسم
زبان
تلخیص
Writing professional genre is considered as a challenging task and writing professional job application letters by novice job applicants is a problem as they are unaware of the features of this genre as expected by the disciplinary community, and variations according to the job and the employer. All through tertiary level education, Job Application Letter (JAL) is considered as an essential genre taught as a mandatory component of English for purpose-specific courses. As reported by many students, discipline-specific professors, recruiters and employers that, despite receiving formal education, graduates continue to show lack of specific skills required in writing an effective JAL which in turn could help them get short-listed for job interviews. Research-based and literary work done on Second Language, Academic and Specific English Writing has identified writing instruction and teacher’s pedagogy as important factors for this problem. A quasi-experimental study was conducted, forming two homogeneous groups (N1=37; N2=40) which included 5th semester engineering students pursuing their bachelor’s degree in the same department at a publicsector university. Each of the two homogeneous groups was taught for four weeks using one strategy. Pre-test and post-test design along with student’s perceptions before and after the study provided the qualitative and quantitative data to make comparisons within and across groups to study the impact of each strategy as well as the comparison of the two strategies. Result are drawn from descriptive and correlational analysis and t-test done on the quantitative data, whereas thematic analysis is followed through for the qualitative data for the similar purpose. The differences in the result of mean average scores (GABI pretest:9.79, posttest: 19.94; CBCBI pretest:10.16 posttest:16.81 revealed that genre-analysis based strategy influenced student’s JAL writing more and showed improvement. Furthermore, the qualitative data revealed that students found structured instruction, practice and feedbacks useful and inducive in developing their interest in writing and writing classes. It becomes evident that student’s JAL writing skills directly affects their employability, but it can be improved by altering formerly used strategies or by the use of a more promising JAL writing skills GABI.
Zahra Khan, Sajida Zaki. (2018) Two Instructional Frameworks for Job Application Writing: Conventional ESP- Based Strategy Versus Genre-Analysis Based Strategy, Journal of Social Sciences & Interdisciplinary Research, Volume 7, Issue 2.
-
Views
621 -
Downloads
49