Global Trends in Genre-Based Approach Research in Language Learning: Bibliometric Analysis (2015–2025)

Rina Rosdiana; Endry Boeriswati; Fathiaty Murtadho

Authors

Rina Rosdiana Universitas Negeri Jakarta and Universitas Pakuan, Bogor, Jawa Barat
Endry Boeriswati Universitas Negeri Jakarta, Jakarta, Indonesia
Fathiaty Murtadho Universitas Negeri Jakarta, Jakarta, Indonesia

Keywords:

Genre-Based Approach, Bibliometric, Vosviewer

Abstract

Bibliometric analysis maps the genre-based approach (GBA) as part of efforts to support education for Sustainable Development in the last ten years. The Scopus database was used to analyze 169 documents out of 260 documents on the topic of GBA. Data was obtained from 2015-2025*. With restrictions on the subject area of social science, which has been published in Scopus, and in English. The important finding is that this research has generally increased in the number of publications although in some years there has been a decrease, but the decrease is slight. The article in this bibliometric study discusses the topic of GBA, most of which has been published in journals by international journals indexed by Scopus with quartile 1. In addition, the authors with the most citations come from articles published in Q1. The United States is the most productive country in conducting research on this topic of GBA. Indonesia is in second place, and in third place is Australia, the initiator of this approach in language learning. Universities in Indonesia are represented by the Indonesia University of Education in the top ten that published this research. In its discussion, this study uses Vosviewer. Thirteen clusters were found. Eight of them have a lot of connections to other topics: GBA has given rise to research related to writing learning, sfl, esp, academic writing, efl leaners. Several other important findings were also obtained that can be used to conduct further research.

Downloads

Download data is not yet available.

References

Apperley, T. H. (2006). Genre and game studies: Toward a critical approach to video game genres. Simulation & Gaming, 37(1), 6–23. https://doi.org/10.1177/1046878105282278

Chen, Y.-S., & Su, S.-W. (2012). A genre-based approach to teaching EFL summary writing. ELT Journal, 66(2), 184–192. https://doi.org/10.1093/elt/ccr061

De Oliveira, L. C., & Lan, S. W. (2014). Writing science in an upper elementary classroom: A genre-based approach to teaching English language learners. Journal of Second Language Writing, 25(1), 23–39. https://doi.org/10.1016/j.jslw.2014.05.001

Derewianka, B. (2003). Trends and Issues in Genre-Based Approaches. RELC Journal, 34(2), 133–154. https://doi.org/10.1177/003368820303400202

Dong, J., & Lu, X. (2020). Promoting discipline-specific genre competence with corpus-based genre analysis activities. English for Specific Purposes, 58, 138–154. https://doi.org/10.1016/j.esp.2020.01.005

Eriyani, R. N., Emzir, E., & Murtadho, F. (2020). The Learning Approach To Writing Indonesian In The Middle School: Ethnographic Study of Indonesian Language Learning at SMAN. Indonesian Journal of Learning Education and Counseling, 3(1), 60–67. https://doi.org/10.31960/ijolec.v3i1.568

Flowerdew, L. (2016). A genre-inspired and lexico-grammatical approach for helping postgraduate students craft research grant proposals. English for Specific Purposes, 42, 1–12. https://doi.org/10.1016/j.esp.2015.10.001

Johns, A. M. (2011). The future of genre in L2 writing: Fundamental, but contested, instructional decisions. Journal of Second Language Writing, 20(1), 56–68. https://doi.org/10.1016/j.jslw.2010.12.003

Lin, B. (2003). English in Singapore: an Insider’s Perspective of Syllabus Renewal Through a Genre-Based Approach. RELC Journal, 34(2), 223–246. https://doi.org/10.1177/003368820303400206

Pälli, P., Vaara, E., & Sorsa, V. (2009). Strategy as text and discursive practice: a genre-based approach to strategizing in city administration. Discourse & Communication, 3(3), 303–318. https://doi.org/10.1177/1750481309337206

Purnawarman, P., Susilawati, S., & Sundayana, W. (2016). The use of Edmodo in teaching writing in a blended learning setting. Indonesian Journal of Applied Linguistics, 5(2), 242. https://doi.org/10.17509/ijal.v5i2.1348

Rustipa, K., Yulistiyanti, Y., Mulatsih, S., & Pukan, E. O. (2023). Tenses Choice and Rhetorical Pattern of Unpublished Scientific Articles written by Non-Native English Speaker Student Teachers. International Journal of Instruction, 16(2), 945–964. https://doi.org/10.29333/iji.2023.16250a

Tribble, C., & Wingate, U. (2013). From text to corpus - A genre-based approach to academic literacy instruction. System, 41(2), 307–321. https://doi.org/10.1016/j.system.2013.03.001

Weber, J.-J. (2001). A concordance- and genre-informed approach to ESP essay writing. ELT Journal, 55(1), 14–20. https://doi.org/10.1093/elt/55.1.14

Zhang, T., & Zhang, L. J. (2021). Taking Stock of a Genre-Based Pedagogy: Sustaining the Development of EFL Students’ Knowledge of the Elements in Argumentation and Writing Improvement. Sustainability, 13(21), 11616. https://doi.org/10.3390/su132111616