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Epifania B.

Sarmiento July 6, 2017


MAEd - ELT
ELT 206

Writeshop 1: A Genre Analysis of Literature Review

Instructions: Examine a thesis in the GS library related to your working topic.


Determine the moves used by the researcher. Be guided by the following sentence stems:

Developing Reading Competencies for the 21st Century: An Instructional Material


Katherine B. Akut

The thesis of Akut (2016) utilized three of the six suggested moves. These are
Move 1 (Context), Move 4 (Summary) and Move 6 (Insights). Move 1 provides the
definition and identify the general topic or area of concern and provide the appropriate
context for reviewing the literature. Below is an extract of this move from her study.

The literature and studies on the development and validation of an


instructional material in developing reading competencies for the 21st century.

Kereluik, Mishra, Fanoe and Terry (2013) developed a framework for the 21st
century learning based on the analysis and review of fifteen (15) reports, framework,
and books that offer various perspective on what is meant by 21 st century
skills/knowledge/learning. Using the cutting and sorting technique (Ryan &
Bernard, 2003), they were able to identify three broad categories. These are the
Foundational Knowledge, Meta Knowledge, and Humanistic Knowledge.

Akut also made use of Move 2 by pointing out trends and conflicts in his study
as shown below.

Various researches in conducting Instructional Development (ID) studies have also


provided insights to the researcher. Viernes (2012) in her study on the experiential learning
activities in developing reading comprehension skills constructed and validated an instructional
material following the three-staged IM development procedure. This research has given an idea
to the proponent of the present study that the conduct of needs analysis can be done by
examining documents like PELC-English, results of the needs assessment conducted in relation
to the reading competencies of learners. This process ensured that aside from the needs of the
learners, the curricular goals and objectives of the college where the target-users belong are
also considered in the development of the instructional material.
Another predominant move was the summary (Move 4). Her literature review
indicated a series of summaries for the related studies. Below is one example.

In summary, the studies reviewed have provided significant ideas that guided the
researcher in the conduct of this present study. Through the benefits of the CBI, the researcher
purposely selected topics and texts that are in the line with the academic field of the target
participants. The activities were also carefully organized following the framework of the
theme-based model. The similarities of the reading skills required for the hypertext and printed
text also helped the researcher in organizing the lessons in developing the reading the reading
competencies that are appropriate for both types of reading materials. The studies on
instructional development have also guided the researcher in conducting the different phases
of the research process.

The third move evident in her thesis is Move 6 or insights. She indicated this in
the following extract.

From the forgoing studies, the researcher gained invaluable insights on the
effectiveness of use of CBI in the development of reading competencies among the learners
(Tsai & Shang, 2010; Glenn, 2005)

The positive aspects of her literature review include the relevance of the cited
articles and studies. However, it was quite lengthy. She could have further condensed
some articles. Another point for improvement is the lack of evaluation which should
have been part of her review.