The findings suggest that both the experimental and control group had fairly low text type awareness to begin with. After the experiment,the control group showed no significant improvement in genre awareness. The possible reason is that the teaching for the control group focused on summa可 writingonly. Without explicit instruction on genre analysis and key academic text types, students in the control group did not gain genre awareness. In contrast, the experimental group that underwent genre-based instruction showed significant improvement in their awareness of possible
pu巾O間， author,reader,and source. The pre- and post- writing test results proved the effectiveness of the training sessions in improving textual organization and coherence.
Although the introduction section did not show significant improvement for the experimental group,participants in this group did demonstrate better text structure with clearer text boundary and more use of cohesive devices such as temporal,adversative, andmeans-pu巾oseconjunctives after the training.
In considering the factors that led to the significant writing improvement in the experimental group,the possible extraneous variable of pre-existing difference
與E文莉、林愛恩 文類本位寫作教學對大學生學術英語讀寫能力之影響 137
in writing competence between the two groups had been eliminated in the pre-tests.
Moreover,the EAP course was the only English course participants were taking. No other English-mediated instruction was received on campus. Even if the students self-studied outside of class, it was inferred that this factor would affect both groups equally. Therefore, it was reasonable to attribute the writing improvement in the experimental group to the genre-based instruction in academic writing. In terms of the experimental group's response to the training sessions,an overall positive evaluation was found with regard to the teaching of text type knowledge from the results of the treatment evaluation questionnaire. The usefulness of the workshop is reflected by the participants' preference to extend the training.
Current level of genre awareness forEFLcollege students
The genre awareness test helped us to find out about participants' consideration of the pu中ose，author,audience,and possible text source for four commonly encountered text types. The present level of genre awareness appears fairly low from the results, thereby informing us that students in Taiwanese colleges are not well-equipped with genre-related skills at present. This might be due to the fact that most students have not been exposed to genre in their previous academic experiences in junior or high schools.
At best, genre-based approach has only been used in a small number of studies in higher education settings in the last decade (Liou et aI.,2005; Tsai,2006),and not yet widely implemented in Taiwan.
Furthermore,with respect to the practical usage of the workshop content，的
much as 52% of the students responded negatively or neutrally toward possible future application in their studies. One possible reason is that the students have not had the opportunity to apply academic writing to their specialty areas such as medicine or engineering under the current policy. Since there is no immediate perceived need for genre application,non-English college majors in Taiwan still consider genre knowledge to be unessential for becoming accepted members of the local academic community.
The situation is changing rapidly, however,with globalization and the continued implementation of English-mediated instruction by the ministry of education. EFL
138 教育研究集刊 第 59輯第 2期
educators in Taiwan are therefore held responsible for enhancing students' academic writing ability as it is foreseeable that students will soon be required to produce thesis writing in their specialized areas in English. Together,the questionnaire results and the above-mentioned considerations suggest the need to expand the genre-based curriculum to a wider population in Taiwan.
Success of the training sessions on improving writing quality
Within seven weeks of training, students reflected on their English learning experience, expressed their viewpoint on English learning attitudes, and became equipped with the ability to draw on the newly acquired genre knowledge transmitted to them through workshops and genre-analysis activities. On a micro-structural level, the group writing practices allowed students to focus on linguistic features such as cohesive devices by practicing using temporal/numeration, adversative, and means-purpose conjunctives to construct their argument text on English learning. Macro-structurally,students acquired knowledge on the generic features of different text types accumulatively. They also synthesized the functions of explanation,discussion and argumentative text types in the post-test to respond to the writing prompt about their view on English learning. This was an appropriate application of using language in social context since the writing topic was relevant to the students' academic lives. As put forth by Johns (1997),students come to read and write with confidence after they are able to use the formal characteristics of genre as a member of the international academic community. The participants demonstrated their ability to use the expected conventional features in the academic writing discourse appropriately as a member of the community. The success of the academic literacy training sessions might inspire more EFL practitioners in Taiwan to design and implement similar programs in college wntmg courses.
鄒文莉、林愛恩 文類本位寫作教學對大學生學術英語請寫能力之影響 139
Conclusion
From an academic literacy perspective,the current study set out to first discover the current level of genre awareness for col1ege EAP students in Taiwan, and second, test the effects of text type teaching sessions on enhancing both genre awareness and writing for the students. The results indicated an initial low level of genre awareness among participants. After training on academic text types,however, genre awareness and knowledge on textpu叩ose， writer,audience, and source increased significantly for the experimental group. The positive effects of genre-based writing instruction on improving overall writing quality for the argument text in this study provide a template for col1ege EFL instructors who are interested in enhancing students' textual coherence at the macro-structural level,andfluen句，structure,and cohesion at the micro-structural level of conventional academic texts. As globalization has exposed Taiwanese col1ege students to the international academic community, how to gain recognition and membership into the community becomes an important research area for EFL educators in this locale. The findings of the study imply an urgent need for EFL practitioners in Taiwan to raise students' genre awareness in academic writing instruction. Future research could explore the benefits of genre-based writing instruction to help students achieve long-term academic writing success.
Severallimitations from this study could be avoided in future investigations. First, the duration of the training sessions only lasted seven weeks in total. Although the study produced significant results,both we the researchers and the participants would prefer an extension of the treatment to have a more solid understanding and practice on the target text-types. Second,there was only one post-test immediately after the teaching. To ensure treatment validity, a fol1ow-up post-test could take place a few weeks after the workshop to see if students indeed were able to retain and apply the genre knowledge acquired from the seven weeks experimental design. For improving curriculum design,the brief exploration on textual organization and lexico-grammatical
140 教育研究集刊 第 59輯第 2期
features employed in this study could be developed into more in-depth lessons spread out in a longer training period for more desirable learning outcomes and lasting effects.
Acknowledgments
The authors would like to thank the anonymous reviewers for their valuable comments and suggestions to improve the quality of the paper. The financial supports from National Science Council and English Eagle Project of National Cheng Kung University in Taiwan are gratefully acknowledged.
001: 10.3966/102887082013065902004
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