Volume 30 Number 1, 2026 Enhancing student researchers’ move construction in literature review writing through genre learning supported by corpus-based language pedagogy

Enhancing student researchers’ move construction in literature review writing through genre learning supported by corpus-based language pedagogy

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July 2, 2026, 6:52 a.m.
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July 2, 2026, 9:45 p.m.
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access-status:
open.access
bitstream:
[['https://scholarspace.manoa.hawaii.edu/bitstreams/d60db51f-967f-4370-9c60-2b11097c534c/download', '30_01_10125-73696.pdf']]
bitstream_txt:
[]
collection:
Volume 30 Number 1, 2026
contributor.author:
Yan, Jiahao Ma, Qing Pérez-Paredes, Pascual
date.accessioned:
2026-07-02T06:47:38Z
date.available:
2026-07-02T06:47:38Z
date.copyright:
2026
date.issued:
2026-07-02
description.abstract:
This study addresses a challenging pedagogical task for English academic writing educators: move instruction. It explores how corpus-based language pedagogy (CBLP), integrated with genre learning, can support student researchers in constructing moves in literature review writing (LRW). A 12-week CBLP-LRW course was designed to help 30 Chinese MA students construct schematic move structures and improve LRW performance. Informed by CBLP and genre-based writing instruction, a four-stage instructional model encompassing preparation, apprenticeship, acquisition, and application was developed. Data were collected from pre- and post-course literature reviews and semi-structured interviews. Student literature reviews were annotated for rhetorical moves and the strategies used to realise them, and they were evaluated with a focus on genre performance. A one-way repeated measures MANOVA and post-hoc paired-samples t-tests revealed students’ improved move structures and the corresponding strategies, supported by follow-up qualitative textual analyses. The results of Wilcoxon Signed-Rank tests and textual analyses demonstrated student researchers’ significant improvements in genre performance. Thematic analysis of post-course interviews highlighted participants’ gains in LRW skills, including stronger critical reading and more effective self-revision of literature reviews. Our study contributes to the understanding of how CBLP fosters the development of both move and genre performance in LRW for student researchers.
endingpage:
22
format.extent:
22
identifier.citation:
Yan. J., Ma. Q., & Pérez-Paredes, P. (2026). Enhancing student researchers’ move construction in literature review writing through genre learning supported by corpus-based language pedagogy. Language Learning & Technology, 30(1), 1–22. https://doi.org/10.64152/10125/73696
identifier.doi:
https://doi.org/10.64152/10125/73696
identifier.issn:
1094-3501
identifier.uri:
https://hdl.handle.net/10125/73696
language:
eng
number:
1
publicationname:
Language Learning & Technology
publisher:
University of Hawaii National Foreign Language Resource Center Center for Language & Technology
rights.license:
Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License
rights.uri:
https://creativecommons.org/licenses/by-nc-nd/4.0/
site_url:
/item/10125-73696/
startingpage:
1
subject:
corpus-based language pedagogy, literature review writing, student researchers, move, genre performance
title:
Enhancing student researchers’ move construction in literature review writing through genre learning supported by corpus-based language pedagogy
type:
Article Text
volume:
30