Enhancing learners’ genre competence in proposal writing with data-driven learning

This study proposed a genre-based data-driven learning (DDL) pedagogical framework and explored its effectiveness in enhancing English as a foreign language (EFL) learners’ genre competence in research proposal writing. Two classes of undergraduates participated in this study. The experimental class received instruction based on a genre-based DDL pedagogical framework (n = 23), while the control class received traditional teacher-led instruction (n = 20). Data analysis included the triangulation of pre- and post-instruction questionnaires, learners’ writing samples, reflective journals, and interviews. The writing samples were first scored for writing quality and then annotated to identify the distributions of rhetorical move-steps. The self-reported data were analyzed to evaluate learners’ perceptions. Results indicated that the genre-based DDL pedagogical framework was effective in promoting learners’ genre competence. The analysis of learners’ perception data showed that learners generally perceived the framework as effective, reported increased confidence, interest, and autonomy, and emphasized the benefits of instructor and peer support; however, they also reported several challenges, such as time constraints and the need for more instructor guidance. This study can contribute to the DDL field by proposing a new pedagogical framework and providing evidence of the feasibility and effectiveness of integrating DDL and genre-based instruction in academic writing contexts.