September 18, 2025Journal of Research on English and Language Learning (J-REaLL)Open Access

Structured or emotion? Teacher and student perceptions of genre-based vs. multisensory pedagogies in EFL writing classrooms

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Authors

LBLuqman BaehaqiUniversity of Palangka Raya ALAnia LianUniversity of Canberra LSLala Bumela SudimantaraUniversitas 17 Agustus 1945 Cirebon

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Implication

Qualitative analysis reveals genre-based pedagogy boosts grammatical precision in EFL writing, suggesting a blend with multisensory methods enhances engagement.

Key Points

The study finds that genre-based pedagogy enhances grammatical precision, but can lead to passive learning.
Interviews revealed that multisensory methods foster emotional connections and autonomous learning, enhancing student engagement.
Qualitative phenomenological analysis includes insights from six students and two lecturers on pedagogical perceptions.
The research supports a hybrid model combining genre-based and multisensory techniques to improve EFL writing instruction.

Cite This Study

Baehaqi et al. (2025) studied this question.

synapsesocial.com/papers/68d433a3713b0b5dfea72cfb https://doi.org/10.33474/j-reall.v6i2.23763

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Implication

Qualitative analysis reveals genre-based pedagogy boosts grammatical precision in EFL writing, suggesting a blend with multisensory methods enhances engagement.

Structured or emotion? Teacher and student perceptions of genre-based vs. multisensory pedagogies in EFL writing classrooms

Discussion

Member takes

Implication

Key Points

Cite This Study

Structured or emotion? Teacher and student perceptions of genre-based vs. multisensory pedagogies in EFL writing classrooms

Discussion

Member takes

Implication

Key Points

Cite This Study

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Also Consider