Appraisal Framework Instruction and Its Impact on English Writing: A Study Among Vietnamese University Students
DOI:
https://doi.org/10.17507/jltr.1703.12Keywords:
evaluative language, writing, Appraisal framework, Attitude, GraduationAbstract
This study aims to investigate the effectiveness of applying the Appraisal framework, derived from Systemic Functional Linguistics, to improve English writing skills for Vietnamese university students. The Appraisal framework, developed by Martin and White (2005), provides a tool for analyzing lexical resources to help learners understand and apply expressions of Attitude, Engagement, and Graduation in texts. This study uses a quasi-experimental design, pre-testing and post-testing with 60 university students in Vietnam. The experimental group received explicit instruction on the Appraisal resources (Attitude, Graduation) integrated into a writing course for 12 weeks, while the control group followed a regular writing syllabus applied for all students at the university. Results indicated that the experimental group showed statistically significant improvements in more appropriate use of Attitude markers and a wider range of Graduation resources compared to the control group. This consequently helped to improve their writing performance as a whole. Student feedback suggested that the Appraisal instruction enhance their metalinguistic awareness and provide practical tools for producing more evaluative texts, despite some initial challenges with terminology. The pedagogical potential of the Appraisal framework in the context of EFL writing instruction in Vietnam was highlighted to develop students’ evaluative and interactive competencies in English writing.
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