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

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. The study contributes to the understanding of how CBLP fosters the development of both move and genre performance in LRW for student researchers.