International Journal of Research in English Education

en The Impact of Genre-based Pedagogy in the Development of Critical Stance in MBA Students’ Writing The Impact of Genre-based Pedagogy in the Development of Critical Stance in MBA Students’ Writing تخصصي Special پژوهشي Research There has been a debate over the use of genre-based pedagogy to develop university students’ ability to create valued meaning in academic writing. Some researchers support an implicit genre-based instruction while others support an explicit genre-based instruction. However, few empirical studies move beyond this debate to investigate the effectiveness of genre-based approach to developing university students’ academic writing skills. Therefore, this study investigates the impact of genre-based pedagogy in developing MBA students’ ability to construe critical stance in their writing. The data consisted of 28219 words corpus of 40 essay assignments, collected pre-genre-based course and post-genre-based course. Using Hyland’ s (2005) model of intersubjective positioning and Martin and White’s (2005) theory of evaluation in discourse, the data were analyzed for the distribution of hedges, boosters, attitude markers, and disclaim markers through manual coding using UAM corpus tool.  The results showed a significant decrease in the use of key linguistic resources that function to make a text informal. In addition, the results showed a less significant increase and a less significant decrease in the use of key linguistic resources that function to construe critical stance in academic writing. These results have implication for the use of genre-based pedagogy in developing students’ ability to create valued meaning in academic writing. They show the extent to which genre-based pedagogy, implemented at the beginning or during subject learning, impacts students’ academic writing skills.   There has been a debate over the use of genre-based pedagogy to develop university students’ ability to create valued meaning in academic writing. Some researchers support an implicit genre-based instruction while others support an explicit genre-based instruction. However, few empirical studies move beyond this debate to investigate the effectiveness of genre-based approach to developing university students’ academic writing skills. Therefore, this study investigates the impact of genre-based pedagogy in developing MBA students’ ability to construe critical stance in their writing. The data consisted of 28219 words corpus of 40 essay assignments, collected pre-genre-based course and post-genre-based course. Using Hyland’ s (2005) model of intersubjective positioning and Martin and White’s (2005) theory of evaluation in discourse, the data were analyzed for the distribution of hedges, boosters, attitude markers, and disclaim markers through manual coding using UAM corpus tool.  The results showed a significant decrease in the use of key linguistic resources that function to make a text informal. In addition, the results showed a less significant increase and a less significant decrease in the use of key linguistic resources that function to construe critical stance in academic writing. These results have implication for the use of genre-based pedagogy in developing students’ ability to create valued meaning in academic writing. They show the extent to which genre-based pedagogy, implemented at the beginning or during subject learning, impacts students’ academic writing skills.   academic writing, critical stance, disciplinary writing, discourse community, genre-based pedagogy academic writing, critical stance, disciplinary writing, discourse community, genre-based pedagogy 67 81 http://ijreeonline.com/browse.php?a_code=A-10-1092-1&slc_lang=en&sid=1 Clement Ndoricimpa Clement Ndoricimpa ndoricimpac@gmail.com 10031947532846002962 10031947532846002962 Yes Ecole Normale Supérieure du Burundi, Burundi Ecole Normale Supérieure du Burundi, Burundi Arcade Nduwimana Arcade Nduwimana 10031947532846002963 10031947532846002963 No Ecole Normale Supérieure du Burundi, Burundi Ecole Normale Supérieure du Burundi, Burundi