Teaching Writing in EAP Contexts

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Campo DC	Valore
dc.identifier	ECF_chapter_1826
dc.contributor.author	Condrat Viorica
dc.title	Teaching Writing in EAP Contexts. A Case Study of Students’ Reactions to the Use of Blogs for Academic Writing Tasks
dc.type	Capitolo
dc.language.iso	en
dc.description.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.
dc.relation.ispartof	Studi e ricerche
dc.publisher	Edizioni Ca’ Foscari - Digital Publishing
dc.issued	2018-05-15
dc.identifier.uri	http://edizionicafoscari.it/it/edizioni4/libri/978-88-6969-228-4/teaching-writing-in-eap-contexts/
dc.identifier.doi	10.30687/978-88-6969-227-7/034
dc.identifier.issn	2610-993X
dc.identifier.eissn	2610-9123
dc.identifier.isbn	978-88-6969-228-4
dc.identifier.eisbn	978-88-6969-227-7
dc.rights	Creative Commons Attribution 4.0 International Public License
dc.rights.uri	http://creativecommons.org/licenses/by/4.0/
item.fulltext	with fulltext
item.grantfulltext	open
dc.peer-review	yes
dc.subject	Academic writing
dc.subject	Academic writing
dc.subject	Blogging
dc.subject	Blogging
dc.subject	Discourse community
dc.subject	Discourse community
dc.subject	Scholarly interaction
dc.subject	Scholarly interaction
dc.subject	Writing approach
dc.subject	Writing approach

Capitolo
open access peer reviewed

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.

Pubblicato

15 Maggio 2018

Lingua

ISBN (PRINT)

978-88-6969-228-4

ISBN (EBOOK)

978-88-6969-227-7

Keywords: Discourse community • Writing approach • Scholarly interaction • Blogging • Academic writing

permalink: http://doi.org/10.30687/978-88-6969-227-7/034

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.

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