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Teaching Writing in EAP Contexts

A Case Study of Students’ Reactions to the Use of Blogs for Academic Writing Tasks

Viorica Condrat    Alecu Russo Balti State University, Moldova    

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abstract

Academic writing is a particular type of scholarly interaction which signals the writer’s affiliation to a specific discourse community. Developing academic writing skills should become a priority for higher education. This paper describes a small-scale study which investigates the role of blogging in developing academic writing skills in undergraduate students. Blogging is viewed as a platform where the scholarly interaction between members of the same discourse community can take place. The paper is based on the survey data and observation during the experiment conducted at Alecu Russo Balti State University of Moldova. It reports on how EFL students reacted to the use of blogs for academic writing tasks. The findings suggest that students seem to have a positive attitude to blogging pointing out to such benefits as: enhanced self-efficacy, awareness of the writing process, development of reader awareness, increased responsibility for the quality of the writing. We argue that blogging can yield significant improvement in undergraduate students’ academic writing.

Published
May 15, 2018
Language
EN
ISBN (PRINT)
978-88-6969-228-4
ISBN (EBOOK)
978-88-6969-227-7

Keywords: Writing approachBloggingDiscourse communityAcademic writingScholarly interaction

Copyright: © 2018 Viorica Condrat. This is an open-access work distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction is permitted, provided that the original author(s) and the copyright owner(s) are credited and that the original publication is cited, in accordance with accepted academic practice. The license allows for commercial use. No use, distribution or reproduction is permitted which does not comply with these terms.