GBSRI framework: four stages with seven steps integrating SFL genre-based teaching-learning cycles with social-cognitive self-regulated learning phases¶

Theory · All theories
Evidence · 2 claims (2 for) · 1 study (1 causal), q2 · 0 of 1 report an effect size · 2 claims rest on one study

Description¶

GBSRI integrates three genre-based teaching-learning cycles (Macken-Horarik 2002, Derewianka 2003, Hyland 2004) with three self-regulated learning models (Schmitz & Wiese 2006; Schunk & Zimmerman 2007; Zimmerman 2013). The article states "there were four main stages with seven steps": Presenting (Understanding the Context), Collaborative Practicing (Modelling, Deconstructing, Collaborative Learning and Writing), Independent Practicing and Production (Inter-dependent Writing), and Post-Writing Task. Four SRL activities — goal-setting, planning, implementing and monitoring, and evaluation — occur across Pre-task, Performing, and Post-task phases and are embedded in the genre stages.

Design Implications¶

Context¶

Requirements¶

• Explicit genre knowledge instruction during early stages so novice writers accumulate knowledge of the target genre before independent writing
• Teacher scaffolding and teacher-learner conferences to provide feedback on drafts
• Learning diaries for post-task self-evaluation of strategy effectiveness

Constraints¶

• The article notes the approach may limit student creativity due to "the over-prescriptiveness of writing conventions and regularities", recommending room for variation for more competent students

Target Learners¶

• EFL undergraduate students with pre-intermediate English proficiency

Target Learning Objectives¶

• Genre-appropriate English paragraph writing (procedural and descriptive genres)
• Self-regulated writing: goal-setting, planning, monitoring, and evaluation

Claims¶

• Gbsri Improves Thai Undergraduate Writing Scores [+M]
• Gbsri Positive Student Opinions Stage Ratings [+M]

Related Theories¶

• Three-phase SRL scaffolding framework (planning, task execution, post-task reflection) operationalized across iterative design cycles

Examples¶

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Key Sources¶

• Wiboonwachara, L., & Charubusp, S. (2022). Implementing Genre-Based Self-Regulated Instruction (GBSRI) to Enhance the English Writing Ability of Thai Undergraduate Students. rEFLections, 29(3). https://so01.tci-thaijo.org/index.php/reflections. doi:10.61508/refl.v29i3.262658