Further Evidence for the Effectiveness of Teaching the Move-Based Writing of Japanese Academic Article Introductions

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  • 「ムーブ」にもとづく日本語論文作成指導の効果に関するエビデンス
  • 「 ムーブ 」 ニ モトズク ニホンゴ ロンブン サクセイ シドウ ノ コウカ ニ カンスル エビデンス

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Abstract

The present paper offers further evidence for the effectiveness of teaching international students at a Japanese university how to write Japanese academic papers, applying the concepts of “Move” and “Step.” The existing research claims that teaching about the move concept helps learners improve on their academic writing but offers limited evidence. In this study, we used a design-based research approach to systematically examine the effectiveness of move-based teaching. Having used the instructional design theory in designing three target courses where the move-based teaching method was employed, we assessed the effectiveness of the teaching method through the pre and post assessments of student work in these courses with a rubric. As a result of assessing sixteen international students’ article introductions obtained from repeated classroom implementations, we consistently found a considerable improvement in the quality of their work, demonstrating the effectiveness of the move-based teaching.

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