Deep Learning-Based Genre Pedagogy in Language Education: Students' Perceived Argumentative Writing Competence and Self-Regulated Learning

Gusmaizal Syandri; Suharmon Suharmon; Aimifrina Aimifrina

doi:10.55927/fjas.v5i10.139

Authors

Gusmaizal Syandri Universitas Muhammadiyah Sumatra Barat
Suharmon Suharmon UIN Mahmud Yunus Batusangkar
Aimifrina Aimifrina Universitas Bung Hatta

DOI:

https://doi.org/10.55927/fjas.v5i10.139

Keywords:

Argumentative Writing, Deep Learning, Genre Pedagogy, Self-Regulated Learning, Writing Competence

Abstract

Deep learning-based genre pedagogy combines explicit genre instruction with engagement, reflection, feedback, and strategic learning to support writing. This small-scale exploratory study examined relationships among deep learning-based genre pedagogy, students perceived argumentative writing competence, and self-regulated learning. Data were collected from 20 higher-education students using a questionnaire with Likert-scale and open-ended items. The measures demonstrated high internal consistency for argumentative writing competence (α = .934), genre pedagogy (α = .940), and self-regulated learning (α = .944). Students reported perceptions of genre pedagogy (M = 3.83), writing competence (M = 3.72), and self-regulated learning (M = 4.01). Spearman analysis showed positive associations between genre pedagogy and writing competence (ρ = .868) and self-regulated learning (ρ = .784), both p < .001.

References

Abdel Latif, M. M. M., Alghizzi, T. M., & Alshahrani, T. M. (2024). The impact of genre-based instruction on Saudi university students’ English writing performance and motivation: A mixed-method study. Frontiers in Psychology, 15, 1387009. DOI: 10.3389/fpsyg.2024.1387009.

Ahmed, H. S. (2025). Correlation and causation for cardiothoracic surgeons: Part 4—Distinguishing relationships in data. Indian Journal of Thoracic and Cardiovascular Surgery, 41(3), 371–380. DOI: 10.1007/s12055-024-01889-1.

Almashour, M., & Davies, A. (2023). Exploring learning strategies used by Jordanian university EFL learners in argumentative writing tasks: The role of gender and proficiency. Frontiers in Education, 8, 1237719. DOI: 10.3389/feduc.2023.1237719.

Amalia, N. Z., Lestari, L. A., & Anam, S. (2023). The correlation between students’ self-regulated learning strategies and their writing ability in argumentative writing class. International Journal of Pedagogy and Teacher Education, 7(2), 131–145. DOI: 10.20961/ijpte.v7i2.89318.

Amini Farsani, M., Stapleton, P., & Jamali, H. R. (2025). Charting L2 argumentative writing: A systematic review. Journal of Second Language Writing, 68, 101208. DOI: 10.1016/j.jslw.2025.101208.

Anggraeni, C. W., Mujiyanto, J., Rustipa, K., & Widhiyanto. (2025). Effects of utilizing self-regulated learning-based instruction on EFL students’ academic writing skills: A mixed-method investigation. Asian-Pacific Journal of Second and Foreign Language Education, 10, Article 15. DOI: 10.1186/s40862-024-00317-6.

Bal, M., & Öztürk, E. (2025). The potential of deep learning in improving K–12 students’ writing skills: A systematic review. British Educational Research Journal, 51(3), 1295–1312. DOI: 10.1002/berj.4120.

Creswell, J. W., & Creswell, J. D. (2023). Research design: Qualitative, quantitative, and mixed methods approaches (6th ed.). SAGE Publications.

Hakim, A. (2023). Genre-related episodes as a lens on students’ emerging genre knowledge: Implications for genre-based writing pedagogy, collaborative tasks, and learning materials. Journal of Second Language Writing, 60, 101001. DOI: 10.1016/j.jslw.2023.101001.

Hill, J., Chuko, J., Ogle, K., Gottlieb, M., Santen, S. A., & Artino, A. R., Jr. (2024). Best practices for reporting survey-based research. AEM Education and Training, 8(1), e10929. DOI: 10.1002/aet2.10929.

Ismeti, E., & Ismeti, E. (2026). Formative feedback, writing self-efficacy, and perceived writing competence among EFL university students in Kosovo: An associative cross-sectional study. Journal of Language and Education, 12(1), 73–87. DOI: 10.17323/jle.2026.27155.

Kementerian Pendidikan Dasar dan Menengah Republik Indonesia. (2025, July 23). Permendikdasmen Nomor 13 Tahun 2025 menguatkan arah kebijakan melalui pembelajaran mendalam. Official Kemendikdasmen page.

Liu, H., Ismail, L., & Ahmad, N. K. (2024). Genre-based approaches and ESL/EFL writing: A review of the literature. World Journal of English Language, 14(2), 25–35. DOI: 10.5430/wjel.v14n2p25.

Prompan, J., & Piamsai, C. (2024). The effects of peer feedback and self-regulated learning on Thai EFL students’ writing ability and self-regulation. LEARN Journal: Language Education and Acquisition Research Network, 17(1), 100–132. Official article page.

Robillos, R. J. (2023). The impact of the FlipGrid application within the genre-based framework on students’ writing skills and self-regulation of learning awareness. Studies in Self-Access Learning Journal, 14(4), 456–475. DOI: 10.37237/140404.

Samad, I. A., Fitriani, S. S., Yusuf, Y. Q., & Ys, S. B. (2024). Scaffold the writing of argumentative texts to undergraduate students through genre-based pedagogy. LEARN Journal: Language Education and Acquisition Research Network, 17(2), 196–222. DOI: 10.70730/CPXF6531.

Sari, E., & Han, T. (2024). The impact of automated writing evaluation on English as a foreign language learners’ writing self-efficacy, self-regulation, anxiety, and performance. Journal of Computer Assisted Learning, 40(5), 2065–2080. DOI: 10.1111/jcal.13004.

Shen, B., & Bai, B. (2024). Enhancing Chinese university students’ writing performance and self-regulated learning writing strategy use through a strategy-based intervention. System, 122, 103249. DOI: 10.1016/j.system.2024.103249.

Stefana, A., Damiani, S., Granziol, U., Provenzani, U., Solmi, M., Youngstrom, E. A., & Fusar-Poli, P. (2025). Psychological, psychiatric, and behavioral sciences measurement scales: Best practice guidelines for their development and validation. Frontiers in Psychology, 15, 1494261. DOI: 10.3389/fpsyg.2024.1494261.

Thaksanan, P., & Chaturongakul, P. (2023). Enhancing EFL students’ performance and genre awareness in academic writing through genre-based instruction. Arab World English Journal, 14(2), 295–311. DOI: 10.24093/awej/vol14no2.21.

Truong, H. M. (2022). Impacts of process-genre approach on EFL sophomores’ writing performance, writing self-efficacy, writing autonomy. Journal of Language and Education, 8(1), 181–195. DOI: 10.17323/jle.2022.12165.

Wang, X., Ma, J., Li, X., & Shen, X. (2023). Validation of self-regulated writing strategies for advanced EFL learners in China: A structural equation modeling analysis. European Journal of Investigation in Health, Psychology and Education, 13(4), 776–795. DOI: 10.3390/ejihpe13040059.

Wardhana, D. E. C. (2022). Exploring the impact of process-genre approach on learners’ academic writing and higher order thinking skills. Journal of Language and Education, 8(2), 140–153. DOI: 10.17323/jle.2022.12537.

Wilson, A. B., Bay, B. H., Byram, J. N., Carroll, M. A., Finn, G. M., Hammer, N., Hildebrandt, S., Krebs, C., Wisco, J. J., & Organ, J. M. (2024). Journal recommended guidelines for survey-based research. Anatomical Sciences Education, 17(7), 1389–1391. DOI: 10.1002/ase.2499.

Zhai, X., & Razali, A. B. (2023). Triple method approach to development of a genre-based approach to teaching ESL/EFL writing: A systematic literature review by bibliometric, content, and scientometric analyses. SAGE Open, 13(1). DOI: 10.1177/21582440221147255.

Zhang, C., & Liang, W. (2026). How genre awareness shapes L2 academic writing: Pathways through self-efficacy and learning engagement. International Journal of Applied Linguistics. Advance online publication. DOI: 10.1111/ijal.70303.

Zhang, J., & Zhang, L. J. (2024). Profiling L2 students’ writing self-efficacy and its relationship with their writing strategies for self-regulated learning. System, 122, 103253. DOI: 10.1016/j.system.2024.103253.

Zhang, J., Zhang, L. J., & Zhu, Y. (2023). Development and validation of a genre-based second language (L2) writing self-efficacy scale. Frontiers in Psychology, 14, 1181196. DOI: 10.3389/fpsyg.2023.1181196.