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

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.