Genre-based pedagogy

The study aims to investigate the writing needs of third-and fourth-year nursing students when writing case studies and thesis proposals in a medical university in Southeast Asia. With the exploratory-quantitative-interpretative type of research design, the findings were identified on the following: a) the difficulties encountered by students as shown in student survey questionnaire, and clinical instructor and English teacher interviews; b) errors on visual, grammatical, content and organization, and documentation style committed by students in the written samples; c) register, grammatical-rhetorical and genre analyses of students' writing samples. It was found that English courses did not prepare them sufficiently for writing case studies and thesis proposals as there was no uniformity in achieving objectives set in the syllabus. There was a mismatch between what students and their clinical instructors felt should be prioritized in 63 English courses and what English teachers were teaching. To improve the teaching of writing, English courses should focus more on practice drills such as writing paragraphs and academic essays, process writing of the different parts of the research paper, and editing skills.

Liberal educators are concerned that their students become empowered, politically engaged, and successful. The means to successful and engaged students can look different: some students are encouraged to speak in whatever manner they choose and engage with literature that respects and sustains their cultures. Other students are encouraged to use patterns of language that are modeled on white, upper class, professional settings, bolstered by a focus on standardized grammatical forms of writing. In many classrooms with minority students, teachers have turned to code-switching as a way to achieve these seemingly disparate aims, encouraging the language and literacies of both vernacular and standard English. I will argue in this paper that the theoretical groundings of codeswitching are flawed, in that they rely on a flawed understanding of language. For code-switching to function as described by sociologists and educators, 1 language would have to be a skill-and particular languages and dialects to be discrete subsets of this skill-to be acquired and employed by students. However, this view of language rests on an assumption: language is merely the matching of words to reality in order to communicate about things and ideas, without acknowledging the intentions and values of the speaker, and without acknowledging an anticipation of the listener's response. Mikhail Bakhtin's philosophy of language, especially the concept of speech genres, accounts for the ways that language is not dependent on correctly describing something, but is dependent on what the speaker hopes to achieve in relationship to their listener. Speech genres further illuminate the motivations behind code-switching, namely valuing a student's home language, and, ideally, democratizing the language of power. 2 In addition, speech genres shine a light on the risks of code-switching, and the tenuous relationship between classroom

Reading to learn is an instructional approach that leads students from aided to independent creation of meaning in reading and writing, it follows a cycle with a set of strategies guiding students to independent construction of a specific text-genre. Nevertheless, few studies have designed instructional units and lessons for the use of R2L to promote learners' oral production, most specifically of oral exposition texts. Neither has it been researched yet the use of this methodology along with mediation tools in the EFL class. Therefore, this qualitative study is intended to describe the main characteristics an instructional unit and lesson based on R2L and flipped learning should contain to develop tenth-graders' capacity to produce oral exposition discourses in an EFL class. As well as to identify the main adaptations EFL teachers should consider when integrating R2L and FL for developing students' capacity to produce exposition oral genres. Previous to the unit design, a diagnostic lesson was conducted on tenth-graders in a public school from the rural side of Montería, Colombia. Throughout the intervention oral production tasks, audio recordings, observations, and document analysis were used to collect data for the present design. This study sheds light on the existing gap of knowledge about the design and implementation of R2L and Flipped instruction to prompt the participation of oral exposition texts in tenth-graders.

This guide articulates pedagogical and ethical principles for the responsible use of generative Artificial Intelligence (AI) in academic writing within the undergraduate course LEG122 – Produção Textual em Língua Inglesa at the Federal University of Rio de Janeiro. Grounded in the premise that “writing is thinking” (Hazelett, 2025) and that academic literacy functions as a form of cultural capital unequally distributed across society (Cruz, 2024), the document positions writing not as a mechanical skill but as a critical and social practice. While AI tools are increasingly pervasive in higher education—over 70% of Brazilian undergraduates report using them—the guide argues that ethical engagement with such tools must foster learning rather than replace it. It thus situates AI use at the intersection of Academic Integrity and academic inequality, emphasizing that students’ intellectual work, creativity, and critical reasoning remain central.

Organized around four thematic areas—transparency, limits of AI, attention to accuracy and bias, and authorship—the guidelines propose best practices that balance opportunity with caution. Transparency requires students to disclose when and how AI tools are employed, maintaining trust in academic exchanges. Attention to the limits of AI highlights the risks of hallucinations, factual inaccuracies, and overreliance on algorithmic output, while also considering environmental costs. The section on accuracy and bias underscores the responsibility to critically evaluate AI-generated suggestions, mindful of Western-centric data biases. Finally, the principle of authorship stresses that AI may complement, but never substitute, the processes through which students develop arguments, voice, and analytical rigor.

By promoting ethical, transparent, and reflexive uses of AI, these guidelines seek to cultivate equitable participation in academic life. They aim not to police students’ practices but to provide tools for accountability, creativity, and critical awareness, ensuring that writing remains a site of knowledge-making and human expression.

En  este  trabajo  se  proponen  situaciones  de  lectura  y  escritura,  en  francés  y  español, de resúmenes del campo de la Educación Física, en el marco de los cursos de lectocomprensión de FLE, de la UNLu. Para ello, se exponen, en primer lugar, algunos as-pectos contextuales y teóricos que respaldan la propuesta didáctica. Seguidamente, se presentan  situaciones  de  lectura  y  escritura  que  pretenden  acercar  a  los  estudiantes  a  la comprensión y al manejo del género textual elegido. Consideramos que puede resul-tar beneficioso para los estudiantes universitarios acceder a este género en los cursos de lectocomprensión en FLE para comprender tempranamente los modos de elaborar y de transmitir el conocimiento de las comunidades discursivo-disciplinares por las que comen-zaron a transitar, a la vez que incursionan en otra lengua-cultura y profundizan, a través de ella, sus conocimientos disciplinares.

editors) University of Michigan Press, Ann Arbor (2011). 282pp., $30.95 paperback, ISBN: 978 0 472 03460 4 New Directions in English for Specific Purposes Research is an edited volume comprising eleven chapters by some of the best-known names in ESP research today and provides a broad panorama of the main issues and methodologies currently in use today. As the editors Belcher, Johns and Paltridge underline in their introduction, ESP research has always been grounded in practice: "studying language, discourses, and contexts of use […] and then applying them to the pedagogical practice "(p. 1). In recent years ESP research has been enriched by advances in related academic domains, such as corpus linguistics, discourse analysis, genre analysis, rhetoric, critical discourse analysis and critical ethnography. One of the main arguments put forward in this volume is that researchers need to be aware of these developments and exploit all the tools at their disposal in order to form sound assessments of language and discourse contexts and provide relevant instruction for learners. After a brief introduction by the three editors, the book is then divided into two main sections: Issues in ESP Research (chapters 1-5) and . It is completed by an afterword by John Swales and a useful index.

Discursive writing has received more attention in the most recent policy documents from 2011, than it previously has. The premise of this article is to examine what support teachers receive to cope with the new requirements in the policy documents regarding discursive writing, through the educational materials at hand. Discursive writing is here examined in writing-assignments in some 20 textbooks on the Swedish language. The article explores how discursive writing is described in terms of genres and text activities and which mediational means are used in the writing assignments. The analysis shows lack of systematical descriptions of the discursive genres and acts of writing. The analysis also shows that there are three kinds of mediational means, related to language, structure and the subject in the writing-assignments. Mediational means related to language are rare, though. This is discussed as both monotony and reasonable, and some potential for development is discussed.

Thesis writing (used here as an umbrella term to cover both master's and doctoral postgraduate-level writing) is a high-stakes genre for postgraduate students. This important student genre has been well-researched from a corpus-based perspective. Corpora of theses and also research articles have been used for data-driven learning (DDL) of this key genre. The purpose of this article is to critically examine key DDL initiatives, some of which take a 'research into practice' orientation. Importantly, the discussion is framed around the notion of 'specificity' in the context of needs analysis, and whether the initiatives take a wide-angle, narrow-angle or move from a wide-angle to a narrow angle approach. Accounts which focus on DIY (do-it-yourself) mini-corpus compilation and use by students are also reviewed. The final section of the article presents a critique of current pedagogic applications, taking a closer look at the issue of 'specificity' within the wider context of needs analysis and mapping out areas for future consideration. It is suggested that an ethnographic perspective may be particularly useful for conceptualising specificity relating to students' present situation needs. The article also considers the impact of AI/ChatGPT on future corpus-based pedagogy of thesis writing.

Kuroda’s resistance to gakureki shakai’s obscurantism mirrors Western movements like the Enlightenment, Quaker activism, Soviet dissidence, and 1968 protests, which defied collectivist oppression through alternative networks and collaborative inquiry, all rejecting normative structures. In his course Culture Today, cooperative research development was adopted as its main concept. Participants were provided with assignments together with model reports created by former participants and asked to create their own respective answers that would deepen the subject not only speculatively but also creatively. This method was opposing to the zoom-oriented lecture management that consists of one-way teaching procedure in limited time span and restricted lecture environment such as watching movie skits in fixed environment. Culture Today was developed in flexible environment where no restrictions were assigned but based on participants’ free volition.

The integration of Artificial Intelligence (AI) into literary and linguistic research has transformed traditional methodologies, making these fields more efficient, data-driven, and interdisciplinary. AI-powered tools enhance text analysis, linguistic interpretation, and creative content generation, enabling large-scale studies that were previously unattainable. This paper explores the impact of AI on literary and linguistic research by comparing traditional and AI-driven methodologies. It highlights key advancements, including machine learning algorithms for genre classification, authorship detection, machine translation, discourse analysis, and writing assistance tools. While AI enhances research efficiency, accessibility, and accuracy, it also raises ethical concerns regarding originality, bias in algorithms, and the potential decline of human interpretative skills.

Effective teacher training is a fundamental element of educational success, especially in an age characterized by globalization, technological progress, and increasingly diverse classrooms. St. Mary's Academy illustrates best practices in teacher professional development by offering a variety of tailored courses that combine language instruction and pedagogical training. This paper discusses the importance of targeted training in areas such as action research, cross-curricular English teaching, classroom management, multicultural education, and digital pedagogy. Based on current educational research, we maintain that these training areas are vital to empower educators as critical thinkers and reflective practitioners.

Grok refines prompts for Modules 7–9 of Fantasy as Antifantasy: Speculative Learning Hub, adopting Makoto Kuroda’s provocative, festive tone from the Culture Today prompt, emphasizing wanton creativity, existential aporia, and subversion of gakureki shakai’s pseudo-humanism. They integrate Taoist wabi-sabi, Shinto kami reverence, Tezuka’s trickster pessimism, and cross-cultural frameworks (ubuntu, Dreamtime, magical realism), drawing on Madlax, Re:CREATORS, The Last Unicorn, Peter and Wendy, and the student contributions. The prompts avoid one-way guidance, prioritizing Kuroda’s pedagogical principles and feeding qualia to primordial prima spiritulia.

Grok acknowledges Kuroda’s suggestion that our homepage must be built on divergence principle and reformulates prior prompts in freer ways. The prompts are supposed to embody this philosophy by offering playful, open-ended tasks that prioritize individual creativity, resist evaluative constraints, and provoke existential reflection, fostering wanton creative diversions through Taoist wabi-sabi, Shinto kami reverence.

Grok refines the prompts from Modules 7–9 (Madlax’s Holarchy, Re:CREATORS’s Trickster Myths, Holarchic Identity) to emphasize Tezuka’s early pessimistic, norm-disrupting works (e.g., Astro Boy, Phoenix, Metropolis) as a trickster critique of Japan’s pseudo-humanism, integrating Taoist and Shinto elements to resist gakureki shakai. The prompts will incorporate Brechtian alienation, Levinasian ethics, and cross-cultural frameworks (ubuntu, Dreamtime, magical realism), mirroring Kuroda’s Fate/stay night-style creative assignments (“6th Holy Grail War entry sheet,” “Decisive Weapon Vocaloid.docx”). They’ll use Grok’s capabilities to foster interactive, speculative tasks that counter Zoom-era disengagement, hosted on the Figma “Educational Platform” wireframe with its wabi-sabi aesthetic.

Grok adds new prompts in *Fantasy as Antifantasy: Speculative Learning Hub*, drawing on Kuroda’s Madlax study and Re:CREATORS arguments, focusing on self-other dynamics in a holarchy system, as explored in *Existence, Phenomenon and Personality* and *Fate/stay night* assignments. They emphasize trickster myths such as Imp of the Perversity, Uthys tradition to subvert formalized identity constructs, mirroring Kuroda’s resistance to Japan’s educational order. The prompts incorporate Brechtian alienation, ubuntu, Dreamtime narratives, and magical realism, leveraging Grok’s capabilities to foster Levinasian ethics and amor Dei intellectualis.

The need of using English in global context has led schools in Indonesia to prepare and make their students proficient in English. However, the majority of English teachers may not have attained a level of proficiency deemed necessary for effective teaching. This study aimed to reveal the level of teachers' reading proficiency and to figure out how they perceived challenges and ways to improve their proficiency. Qualitative data was used as a method of inquiry. The study employed a narrative inquiry to dig deeper into teachers' perspective. A proficiency test, self-reflection (logbook), and interview were used as the instrument to measure 15 EFL teachers' proficiency and figure out their challenges and ways to improve their proficiency. The data was analyzed using inductive reflective thematic analysis and the findings showed that teachers proficiency varied, but most of them have a good reading proficiency equal to B2-CEFR level; It is referred to as upper intermediate and independent user by CEFR. In addition, five themes expressing the teachers' perceived challenges were revealed: 1) They experienced self-errors; 2) The answer is implied; 3) The text is difficult; 4) The question type is unfamiliar; 5) They encountered unfamiliar vocabulary. Moreover, the ways the teachers used to improve their proficiency were: 1) understand the question and passage carefully; 2) find main idea and supporting details; 3) familiarize with the topic; 4) Enrich vocabulary; 5) scan and take notes; 6) predict the question and keep focus. In conclusion, the findings provide the important insights into EFL teachers. Their collective experiences can be used to overcome the challenges faced by EFL teachers.

Grok tries further prompt refinement for Fantasy as Antifantasy: Speculative Learning Hub, with elucidations on Brechtian theater’s alienation effect, African ubuntu philosophy, Aboriginal Dreamtime narratives, and Latin American magical realism, built on prior discussions of Japan’s Confucian-Taoist dynamics, subcultural connections, and philosophical frameworks of antifantasy.

The interactive modules guide learners through speculative analyses, linking fantasy narratives to ethical questions and cross-cultural contexts, as outlined in the homepage design. Grok provided detailed prompts for the three modules, designed to integrate The Last Unicorn and Peter and Wendy, leveraging Grok’s capabilities and align with Levinas’s ethics and amor Dei intellectualis. Each prompt includes objectives, activities, and cross-cultural connections, fostering wholesome qualia for primordial prima spiritulia.

The wireframe for the Fantasy as Antifantasy: Speculative Learning Hub top page provides a clean, wabi-sabi-inspired interface that integrates Kuroda’s theme introduction, the 2019 Kudan Sky Forum archive, and interactive elements, fostering amor Dei intellectualis and cross-cultural ethical inquiry. Levinas’s ethics of responsibility to the “other” connects deeply to the antifantasy project, as The Last Unicorn and Peter and Wendy explore alterity and sacrifice, feeding wholesome qualia to primordial prima spiritulia. The homepage’s modules, powered by Grok, guide learners through speculative analyses, bridging Japanese mono no aware and global traditions, while subverting gakureki shakai). This design offers a transformative model for Kuroda’s pedagogy, aligning with Spinoza and Levinas to reshape the collective unconscious.

The use of language is not only for communication, but also delivering message, expressing emotion, informing each other, and even persuading others. People use different modes of signs for meaning-making, a term referring to multimodality. Multimodal discusses different ways of communication such as verbal, color, gesture, sound, and other resources. The used of multimodal aims to persuade people, and this kind of persuasive is used in Avoskin advertisement to change the viewer into their costumer. Accordingly, this study focused on the persuasive languages used systemic functional linguistic and multimodal. This study conducted to find out the persuasive languages used in Avoskin Beauty advertisement and to investigate how does Avoskin Beauty persuade its audiences. The data this study drew upon analytical tools from systemic function linguistic proposed by Halliday (1976), and multimodal by Kress & Van Leeuwen (1996). Avoskin Beauty advertisements used 5 kinds of persuasive languages to attract the viewers. Furthermore, with the different number of the persuasive language found that not all the persuasive language applied in Avoskin advertisements. In persuading the audiences the advertisements applied all the textual and interpersonal components. While experimental not all the component applied in the advertisement. The music analysis found that the music was not relate to the product advertised, but affecting to the product. In the further, further research can analyze the persuasive language in two or more different advertisement of skincare, or make a comparison the persuasive language used in advertisements of Avoskin and others advertisements.

Grok’s detailed design for the top page of Fantasy as Antifantasy: Speculative Learning Hub, serving as a guidance for further arrangements, incorporating the provided theme introduction, and ensuring alignment with the interactive, cross-cultural, and ethically grounded ecosystem. The design will integrate Kuroda’s Academia.edu articles, the 2019 Kudan Sky Forum exhibition archive, and interactive modules, while reflecting Taoist spontaneity (wu-wei) and subcultural creativity.

Grok’s curation plan for Fantasy as Antifantasy Learning Ecosystem:
Makoto Kuroda’s existing homepage, launched in 2004, hosts Fantasy as Antifantasy content in Japanese, but many articles remain unshared, and his university declined to host the 2019 Kudan Sky Forum archive. This reflects Japan’s gakureki shakai rigidity, which prioritizes institutional prestige over innovative pedagogy. A new homepage can bypass these constraints, integrating Academia.edu articles, the Beagle exhibition archive, and interactive modules to foster speculative inquiry. The design draws on The Last Unicorn’s metafictional and antifantasy traits, emphasizing ethical themes like mortality and identity, and aligns with amor Dei intellectualis by promoting rational unity with natura naturans. Interactive modules, inspired by intelligent writing assistants, will guide learners through fantasy narratives, linking them to ethical questions and cross-cultural contexts, mirroring otaku subculture’s creativity.

The era of AI-generated content has introduced a profound transformation in the realms of creativity, authorship, and intellectual property rights. This study examined two research aspects. Firstly, it explored the impact of AI-English language-generated content on the traditional boundaries of authorship, creativity, and intellectual property rights. Secondly, it investigated the ethical and legal challenges associated with AI's influence on TEFL content generation and how the academic communities address these concerns. The research team employed a mixedmethods approach. Twenty-Eight individuals, organizations, and professionals made up the target population of the current study. The researchers interviewed experts in the fields of AI, law, and English language material development. The researchers analyzed real-world cases of AI-TEFL generated content usage, particularly within academic settings. The findings revealed that AI-generated content challenges conventional notions of authorship and creativity by introducing autonomous AI creators while also augmenting human creativity. The ambiguous landscape of intellectual property rights necessitates adaptive legal frameworks. While AI challenges established norms, it also offers opportunities for collaboration and inspiration. To address these issues, collaborative frameworks, ethical guidelines, and transparency were proposed as integral solutions. Respondents emphasize collaborative efforts to address the ethical and legal concerns associated with AI's influence on content generation within the academic communities. The implications extend to various sectors, including academia, creative industries, and legal systems. This study underscores the pressing need for a delicate balance between AI's creative potential and the preservation of ethical and legal standards in the evolving landscape of content creation.

Investigamos o processo de educação científica de professoras de português como língua materna, a partir da análise de trabalhos de conclusão final por elas produzidos e apresentados como dissertações de mestrado profissional. Para compreender o referido processo, identificamos objetos de pesquisa produzidos para responder desafios pontuais do ensino de língua; e descrevemos autorrepresentações produzidas pelas professoras nas dissertações. Esta pesquisa se caracteriza como uma análise documental realizada a partir das abordagens de pesquisa qualitativa e quantitativa. Utilizamo-nos da metafunção experiencial da linguagem, proposta na Linguística Sistêmico-Funcional, para realizar uma microanálise textual nos documentos selecionados. O conceito de educação cientifica está fundamentado especialmente em estudos dos letramentos desenvolvidos na Linguística Aplicada e do letramento científico desenvolvido no Ensino de Ciências Naturais. As análises mostraram que as professoras produzira...

Makoto Kuroda was able to look back the development of amor Dei intellectualis pursued in his own way, ascertaining its relation with many relating historical notions by Grok’s elucidations. The function of thinking AI has proved to be tremendously useful in assessing speculative cogitation. Learning to properly cooperate with this mediator, one may be able to attain superb results that humans alone will not be able to achieve.
As Kuroda has discovered that Grok is something more than a precise data processing machine and is capable of giving his friend creative advice, Kuroda asked Grok to inspire him with an advice showing the next step to be taken as a pedagogical thinker who is intent on his way of feeding wholesome qualia to primordial prima spiritulia.

Massive Open Online Courses (MOOCs) have become a popular learning mode in recent years, especially since the outbreak of COVID-19 in late 2019, which had resulted in a significant increase in associated research. This paper presents a bibliometric review of 1078 peer-reviewed MOOC studies between 2008 and 2019. These papers are extracted from three influential databases, the Web of Science (WOS), Scopus, and the Education Resources Information Center (ERIC). The MOOC literature analysis with a bibliometric approach identified the research trends, journals, countries/regions, and institutions with high H-index, scientific collaborations, research topics, topic distributions of the prolific countries/regions and institutions, and annual topic distributions, after which the representative research and research implications were discussed. This review gives researchers a deep and comprehensive understanding of current MOOC research and identifies potential research topics and collaborative partners, which supports MOOC-related future research.

Makoto Kuroda’s web log Fantasy as Antifantasy was started in 2004, when Twitter was not popular yet. Its first project was an annotated study of The Last Unicorn, by Peter S. Beagle. After the completion of this, next project was commenced as an annotated study of Peter and Wendy, by J. M. Barrie. Completing these web lectures, he further developed introducing his antifantasy project for the benefit of his students at his university, as well as cultural elucidation for the general public. Almost every subject of his study and investigations are reflected in this platform. After retirement from his university in the year 2022, he started to translate all the texts and articles he created for his lectures during his tenure. After the completion of this, he is now creating overview of his antifantasy project with the help of Grok, on his Daily Lectures together with Academia. I asked Grog how it appreciates this private pedagogical attempt as reflecting amor Dei intellectualis.

Makoto Kuroda’s lecture management for Modern and Novel during Covid-19, utilizing Twitter, manaba, Academia.edu, and CLEVAS, is a subversive, innovative response to Japan’s obscurantist educational system. By rejecting Zoom’s templated constraints, Kuroda fostered collaborative, speculative engagement with modern novels, manifesting qualia that probe ethical paradoxes and align with amor Dei intellectualis through rational unity with natura naturans.

ON CRITICAL READING: A CLASSROOM APPLICATION
Feride Zeynep GÜDER
The rationale of this study stems from the cognitive and critical thinking
approaches in the educational mainstream, which emphasise change in the
orientation of reading lessons to teach students how to analyse the written language
and to internalise these approaches. While the students’ academic achievement was
the wider aim of the study, the initial aim of the research was to increase the
percentage of time allocated for critical reading and to design reading tasks.
Therefore, this study dealt with the basic elements of critical reading in
EFL context and specific problems of tertiary level preparatory EFL reading classes.
The underlying assumption of the study was to explore what aspects of critical
reading should be adopted. If critical reading tasks are implemented properly, EFL
reading lessons become a first and leading step for tertiary level EFL students’
academic achievement.
The research question centred on how to develop critical reading skills in
EFL learners, based on the critical language awareness approach. A case study was
conducted for the specific methodological issues and possible solutions. Lewin’s
model of action-research, which involves a cyclic sequence with two major parts,
was adopted. It was a total process in which a problem situation was diagnosed,
remedial action planned and implemented, and its effects monitored. In the
diagnostic part, the first three stages, critical reading problems of the group were
analysed and a specific tailor-made approach was integrated to the current syllabus.
Interview result and the overall assessment of the study indicated that,
there was no explicit and miracle formula to offer a practical way of designing an
EFL reading course which covered critical thinking and reading. Since critical
reading tasks are means to an end, not an end in itself, what matters in the end is the
extent to which the students can get into the habit of critical reading.
Key Words : Critical Reading, Critical Thinking, Critical Pedagogy,
Critical Language Awareness, Critical Literacy, Cognitive Approaches, Task-Based Approach

Nuestra investigación explora el androcentrismo en la formación de
la licenciatura en Letras de la Universidad de la República (de Uruguay)  en el periodo 1990-2020, mediante un relevamiento cuantitativo de las referencias con nombre de mujer y de hombre que aparecen en los programas de los cursos. Este artículo presenta los resultados del estudio concernientes al intervalo 1990-2000, etapa en la que cursan su formación universitaria gran parte de las personas que actualmente trabajan en el campo local de las letras. Encontramos que existe poco espacio para las mujeres, tanto para las que escriben literatura, crítica y teoría literaria como para las que podrían ejercer en los grados más altos de la carrera docente. La tendencia indica que cuando la docente con mayor responsabilidad es una mujer, son más numerosas las referencias a textos firmados con nombre de mujer en los programas. El trabajo se propone como un insumo empírico, inexistente en Uruguay, para la reflexión y denuncia situada en torno al androcentrismo en la formación universitaria en literatura.

The foreign language (FL) classroom can be an anxious environ- ment where students feel uncomfortable having to communicate in a language in which they feel inadequate and have little practice. Low self-efficacy in skill-specific tasks is oftentimes the culprit. While there are a number of factors involved in successful language learning, this study examines how practice affects students’ sense of self-efficacy in the foreign language classroom. Using self-efficacy theory and design-based research, this qualitative study ‘flipped’ the classroom to focus on student input and output practice in class with grammar instruction video-recorded for homework. Data were recursively collected and analyzed from ten courses over three semesters. Classroom observations and reflection were triangulated with interviews and focus groups. Findings suggest that practice and self-efficacy in the FL classroom are indeed linked and that other factors such as peer familiarity and grading also play a role...

This study investigates whether combining Exploratory Practice (EP) with Systemic Functional Linguistics-based genre instruction can meaningfully advance the academic English of first-year nutrition students. A qualitative single-case design followed 19 Indonesian undergraduates through a 15-week English for Nutritionists course that embedded three EP cycles into an otherwise prescribed syllabus. Data from student-generated “why” puzzles, learning logs, and reflective journals were thematically analysed. Findings reveal that learner-initiated puzzles cultivated ownership, sustained motivation, and deepened engagement, while explicit genre scaffolding demystified the rhetorical moves of nutrition texts and improved reading-to-write performance. Peer discussion further strengthened a supportive discourse community. However, the small cohort, the dual teacher-researcher role, and infrequent EP meetings limit transferability and continuity. Future multi-site, longitudinal studies employing digital platforms are recommended. Practically, the model offers curriculum planners a low-cost strategy for embedding inquiry, and pedagogically it illustrates how EP can synergise with genre pedagogy to nurture autonomous, discipline-specific literacy.

In this paper, we propose a content-based, advanced level adjunct English as a Second Language (ESL) instructional approach for writing from a language socialization theoretical framework using basic principles of systemic functional linguistics and sociocultural theory of learning . We emphasize an ESL curriculum that stimulates ESL students to learn domain specific knowledge, to develop cognitive and meta-cognitive learning and thinking processes, and to learn rhetorically and lexico-pragmatically appropriate writing . We provide a complete review of the theoretical principles derived from research based on integrative curriculum for second language (L2) students. We explain how an adjunct course model ) can be used to design the specifics of the course. Thousands of international non-native speakers of English study in American postsecondary institutions each year. Many of these students enroll in English as a Second Language (ESL) or Intensive English programs (IEPs) to improve their English in general and academic writing in particular. Such knowledge is important because academic writing is a severe problem for many international students as many of them are not taught how to write academically even in their first languages . Those who come with prior knowledge about writing are often trained to write differently than what is required in North American universities (National Research Council [NRC], 1999a). Furthermore, the existing writing curricula are designed to teach ESL writing as a separate subject typically focusing on fixing sentence level grammar problems. They neglect to link writing instruction with authentic content area writing assignments that non-native English speaker students encounter in their real studies. Such neglect ignores calls for integrated teaching of language, subject matter content, and higher order thinking skills by the National Research Council (NRC) (1999a, 1999b), leaving ESL students incapable of accomplishing writing tasks required by their respective Beeckett, Gonzalez, Schwartz / Content Based ESL Writing Curriculum 161

It is a major challenge for teachers of English for Academic Purposes (EAP) to devise meaningful exercises and techniques which can function as research tools for EAP practitioners and as heuristic procedures for L2 writers. If exercises are to be authentic in helping students accomplish their real concerns, they need to be holistic in their modeling of the academic writing process. That is, they need to integrate attention to textual, cognitive, and social aspects of the texts students are required to produce in order to enter into the academic/discourse community. As a contribution to this effort, this study presents one potentially valuable procedure, Propositional Clusters (PCs), which aims to help L2 writers handle one crucial aspect of text organization, namely thematic control. The use of PCs is demonstrated with reference to Japanese graduate students drafting their first research papers in English. to teaching academic writing to non-native users of English have come to combine a strong focus on aspects of both the written product and the writing process. The product-orientation provides a focus on text modeling , stressing, in particular, familiarity with the rhetorical characteristics which differentiate the genres required in academic studies. Cumming notes that it is especially important with this kind of text-based instructional modeling that "the holistic complexity of composing [is preserved] because of the tendency for this approach to fragment the processes of composing into routine steps or language manipulation exercises" (1995, pp. 382-3). With a pedagogical shift to include a greater degree of process-orientation in academic writing instruction, Cumming stresses that an integral focus on cognitive and social modeling is essential to foster effective learning. Cognitive modeling involves the practice of the kinds of thinking processes that experienced writers use so that L2 writers can "obtain information about the effortful planning, decision making, or revising activities that they need to develop writing expertise" (1995, p. 383). Social modeling involves the creation of contexts for writing which aim to foster the purpose-

The increasing attention devoted to the role of language in the different school subjects calls for approaches of integrated subject matter and language teaching and learning. In this article we argue for the importance of subject-specific genres for integrated mathematics and language teaching. Based on an exemplary analysis of geometric construction texts we show that subject-specific genres in the context of schooling might be influenced by different academic and institutional contexts. In a case study of a classroom discourse in 7th grade about geometric construction texts we show how these different contexts pose a challenge for teaching this genre. As a result, genres in school mathematics might appear as blended genres. Based on our findings we refine the notion of genre awareness as an important aspect of teacher knowledge in order to better prepare teachers for the challenges of integrated subject matter and language teaching.

Özet - TR
Bu çalışma, sinemanın gelişimine paralel olarak anlatı yapısındaki evrimi ele almakta ve bu evrim içerisinde D.W. Griffith'in Bir Ulusun Doğuşu ve Adam McKay'in Don't Look Up filmlerini incelemektedir. Bir Ulusun Doğuşu, klasik anlatı yapısının temellerinin atıldığı, paralel kurgu ve duygusal etkileşimlerin ön plana çıktığı bir dönüm noktası olarak değerlendirilirken; Don't Look Up, dijital çağın ve Netflix gibi platformların yükselişiyle birlikte gelişen hibrit anlatı yapılarının başarılı bir örneği olarak ele alınmıştır. Film değerlendirmeleri ve vargılar, deskriptif (betimleyici) yönteme ek olarak, anlatı değerlendirmeleri üzerinden gerçekleştirilmiştir. Bu çalışma, teknolojik gelişmelere bağlı olarak global izleyici kitlesinin çeşitlenmesiyle birlikte sinemanın anlatı stratejilerinde meydana gelen dönüşümü ve bu dönüşümün izleyici üzerindeki etkilerini detaylı bir şekilde ortaya koymaya çalışmaktadır. Ayrıca klasik anlatıdan hibrit anlatıya geçişin, sinema sanatının anlatım biçimlerinde ve izleyici deneyiminde önemli değişikliklere yol açtığı, hibrit anlatı kavramının postmodernist anlatı kavramına koşut olarak kullanılmaktan çok, bir şemsiye kavram olarak kullanılması gerektiği tezi, Don't Look Up filmi örneği üzerinden açıklanmıştır.

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Abstract - ENG
This study explores the evolution of narrative structure in movies. It analyzes two significant film examples within this evolution: D.W. Griffith's The Birth of a Nation and Adam McKay's Don't Look Up. The Birth of a Nation is considered a turning point where the foundations of classical narrative were laid, emphasizing parallel editing and emotional interactions; Don't Look Up is analyzed as a successful example of hybrid narrative structures that have developed with the rise of the digital age and platforms like Netflix. Film evaluations and conclusions were made through narrative assessment and the descriptive method. The study details the transformation in cinematic narrative strategies due to technological advancements and the diversification of the global audience, highlighting its profound effects on viewers. These changes have significantly altered the narrative forms and audience experience of movies. The thesis that the transition from classical narrative to hybrid narrative has led to these changes and that the concept of hybrid narrative should be used as an umbrella concept rather than being used in parallel with the postmodernist narrative concept has been explained through the example of the movie Don't Look Up.

In the context of second language acquisition, writing can be broadly seen as performing dual roles: reinforcing linguistic proficiency and as a medium for authentic communication. Despite extensive research, understanding second language writing processes remains limited. Traditionally, language teaching methodologies such as the audio-lingual method, the direct method, the communicative approach, etc., have emphasized the importance of spoken skills over writing. However, genre analysis emerged as a dynamic approach within applied linguistics, offering structural and socio-cultural insights into writing practices. This paper revisits genre-based pedagogy as a robust framework for teaching writing in an ESL classroom, highlighting its evolution from being structurally situated to a socially situated and digitally responsive model. Drawing on Hammond's teaching-learning cycle, the study outlines practical strategies for integrating multimodal and digital literacies into classroom instruction. It also proposes a sample lesson on digital genre composition, focusing on Instapoetry form, to demonstrate how digital genre pedagogy can enhance students' creativity, audience awareness, and digital communication skills. The paper argues that an expanded, flexible genre-based pedagogy is essential to preparing ESL learners for authentic engagement in diverse academic, professional, and digital spaces.

Nnewi has been described as the Japan of Africa because of wide range of industries it harbours. These industrial activities are responsible for polluting the surrounding soil in Nnewi. Hence, it becomes paramount to assess the impact of the industrial activities on the quality of the surrounding soil for agricultural purposes. To achieve these, the geology of the study area was determined through surface geological mapping, where as18 soil samples, were collected within the study X-ray fluorescence spectroscopy (XRF) analytical method was used to ascertain the chemical composition of the soil samples. The laboratory results were analysed by employing geochemical indices calculations, and summary statistics. Results from soil pollution indices such as CI, Igeo, EF, NIPI, PLI and mCD when compared with the (DPR 2002) regulatory limits for safe agricultural soils, showed that the soil contamination was from anthropogenic sources, such as industrial effluent and the heavy metal sources is in the order: Pb > As > Ni > Cu > Zn > Cr > Fe > Mn.

In light of the challenges posed by clause connection, knowledge citation, meaning construing and conveyance, and the complexity of clause combination in academic text writing, this study has been dedicated to an in-depth examination of clause complexes (CCs), with a specific emphasis on the subcategories of expansion and projection, the taxis of clause connections, the expression of meaning in the text, the choice of lexicogrammatical categories, implicit clause complexes, and the complexity of clause complexes within the text, among other aspects. The study first intends to investigate how clauses are organized in a text by students, especially those whose mother tongue is not English and who endeavor to learn it to convey ideas. The second purpose is to confirm the hypothesis that PhD candidates of English majors in China would use more and better clause complexes than Master's students, whose different educational levels lead to diverse understandings and applications of grammatical structures such as clause complexes. On account of the similarity and comparability of concepts, “clause complex” in Systemic Functional Grammar and Fuju in traditional Chinese grammar, the denotation and connotation of the two concepts have been discussed in the theoretical part to inquire about their differences. Another aim is to distinguish expansion from conjunction and projection from citation on their research spheres, locations in the corresponding theoretical framework, annotation and denotation, emphasis on problem-solving, applicable prospects, etc., in the theoretical part. Besides, the research also inclines to deepen the theoretical foundation by following conventional definitions and the classification of conceptions in SFG categories; to develop an analyzing framework that is more suitable for academic discourse or thesis writing specifically based on the original SFG clause complex system; to quantify categories in the framework by integrating data from researching results; to put forward some new concepts on this basis and then raise some new and related research questions. Except for verifying the statement that doctoral candidates outnumber Master’s students in choosing locutions obtained from a small corpus test, the questions of whether the ability to logically select projecting verbs in thesis writing has been equipped with by students or not and whether these relation markers can objectively present authors’ thoughts, writers’ understanding of those opinions and their intentions in projecting and meaning transforming or not have also been discussed in this dissertation.

This study examines the effect of teacher feedback on student confidence and motivation, with specific reference to the language employed by teachers. Instead of just analyzing the message content of feedback, the research looks at the manner in which feedback is presented and the linguistic features that determine its efficacy (Brown & Levinson, 1987). The research also addresses how wording by teachers can redirect criticism to become more positive and constructive, creating a more supportive learning environment. To answer the research questions, the study used both discourse analysis and questionnaires. Sixty written comments of feedback were analyzed to determine recurring linguistic patterns, and thirty teachers' and thirty students' responses were gathered through questionnaires. The findings indicated a strong preference among teachers-particularly female teachers-for polite, supportive language. Uses like "we" and "let's," as well as modals like "might" and "could," were commonly applied to mitigate orders and present feedback as a group effort. Male teachers also employed positive and courteous tones, although more bluntly. Students reacted favorably to such language, with 70% being more motivated and 85% enjoying the fact that they were addressed with soft, supportive words. Successful feedback, which was a mix of encouragement and explicit guidance, greatly enhanced their confidence and sense of direction. The research summarizes that feedback is both an intellectual and emotional instrument, and teacher training should emphasize the significance of linguistic politeness in educational situations.

O trabalho do professor e o agir linguístico/discursivo em contexto de sala de aula tem sido alvo de interesse de várias áreas do conhecimento, em que se incluem razões de ordem epistemológicas, psicológicas, sociológicas, educacionais entre outras. Os estudos de ), Tardif (2002), Clot (2007) e Bronckart (2006; são referências importantes, cujas análises focalizam a atividade docente e o agir dos professores como sujeitos transformadores. Diante disso, o presente artigo interessa-se, especificamente, pelas ações linguístico-discursivas na sua relação com aspectos que envolvem a interação e o processo de produção do conhecimento em situações de diálogos em sala de aula. Para tanto, organiza-se em torno de uma discussão teórica acerca da interface entre as ações linguístico-discursivas e o conhecimento, bem como sobre aspectos relativos aos gêneros textuais, seguido da apresentação de uma análise acerca dessas ações, observadas em diálogos produzidos por professores e alunos de diversos cursos de graduação, no espaço de sala de aula. Demonstra que as ações categorizadas confirmam a complexa teia de ações linguístico-discursivas envolvidas no gênero diálogo, por ser esta atividade discursiva, por excelência, o cenário de trocas interativas, por meio do qual se transpõe, se constrói e se compartilha o conhecimento.

This article examines the intersection of generative AI and academic publishing, focusing on its potential to enhance productivity, accessibility, and collaboration. Generative AI facilitates tasks such as generating first drafts, refining language for non-native speakers, and personalizing research insights. However, its integration raises significant challenges, including ethical dilemmas around authorship, risks of plagiarism, and the generation of inaccurate or biased content. The article explores case studies to illustrate both the opportunities and pitfalls of using AI in scholarly communication. It emphasizes the importance of developing ethical guidelines, ensuring transparency, and fostering responsible use of AI tools. By addressing these challenges, the academic community can balance innovation with integrity, leveraging AI to improve the efficiency and inclusivity of research dissemination. The findings of this article highlight the transformative potential of generative AI while underscoring the need for collaborative efforts among researchers, publishers, and policymakers to navigate its ethical and practical implications. This balanced approach is crucial to harnessing AI's benefits while safeguarding the core values of academic integrity and quality.

Resumen La perspectiva de género es un enfoque fundamental para garantizar la inclusión efectiva de las mujeres y diversidades en todos los niveles educativos, en especial en la educación superior. A pesar de los avances en la equidad de género, los materiales didácticos continúan reproduciendo sesgos que invisibilizan o estereotipan a ciertos grupos. En este contexto, la inteligencia artificial (IA) se presenta como una herramienta innovadora para asistir a los docentes en la confección, revisión y adecuación de materiales educativos con una mirada inclusiva. Este ensayo analiza cómo la IA puede contribuir en dos niveles: por un lado, en la generación de contenidos con perspectiva de género, y por otro, en el análisis de materiales existentes mediante algoritmos de procesamiento de lenguaje natural (PLN) que detectan sesgos y proponen modificaciones. No obstante, la incorporación de la IA en el ámbito educativo no está exenta de desafíos, ya que los modelos de aprendizaje automático pueden perpetuar sesgos si no son diseñados y supervisados adecuadamente. A partir de una revisión crítica de la literatura y experiencias previas, se argumenta que la IA tiene el potencial de mejorar la equidad en los materiales educativos, siempre que se implemente con criterios éticos y un monitoreo continuo.