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COLLABORATIVE ACADEMIC PROJECTS ON SOCIAL NETWORK SITES TO SOCIALIZE EAP STUDENTS INTO ACADEMIC COMMUNITIES OF PRACTICE

100%
Dashtestani R.
Teaching English with Technology
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2018
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vol. 18
|
issue 2
3-20
EN
Learning English for academic purposes (EAP) can help university students promote their academic literacy through socializing them into academic communities of practice. This study examined the impact of the use of collaborative projects on three social network sites on EAP students’ attitudes towards EAP and academic content learning. Three groups of students from three disciplines, i.e. engineering (n = 54), social sciences (n = 57), and basic sciences (n = 62) participated in the study. The students participated in collaborative projects on three social network sites, i.e. Facebook, LinkedIn, and ResearchGate, for a period of four months with the help of their teachers. Questionnaires and semi-structured interviews were utilized as the instruments of the study. The results suggested that the students from the three disciplines had positive attitudes towards carrying out collaborative projects on three social network sites. No significant difference was identified regarding students’ attitudes. The perceived benefits of the project work included opportunities for having international communication, learning academic vocabulary, peer collaboration, teacher support, and opportunities for improving academic English and academic literacy. The study further explored students’ attitudes towards factors which affected students’ project work and the limitations of the use of collaborative projects on three social network sites. The students showed a preference for using Facebook; however they did not agree on their interest in the use of ResearchGate and LinkedIn. The findings can have implications for integrating the three social network sites in EAP instruction.
2
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Humour in Professional Academic Writing

100%
Warchał K.
Theory and Practice of Second Language Acquisition
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2019
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vol. 5
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issue 1
43-54
EN
Professional written academic genres are not typical sites of humour, especially in their final, published forms. In this paper, I argue that academic discourse as construed today not only does not preclude humour in written research genres but – in some text segments or in response to specific communicative needs – is perfectly compatible with it. In particular, I focus on these occurrences which engage the reader and contribute to the writer-reader rapport: humorous titles, humorous comments or asides, personal stories, and literary anecdotes. I also suggest that making university ESL/EFL students aware of the fact that “serious” writing tasks do offer some room for humour may draw their attention to the human face of academic writing, that is to the interactive, dialogic, and personal aspects of written academic communication.
3
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The reception and representation of English as an academic language among foreign students in Poland and its influence on (re)shaping individual identities

100%
Furman M., Aleksandrzak M.
Glottodidactica
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2023
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vol. 50
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issue 1
97-117
EN
The article discusses selected problems of learning and using English as an academic language from the perspective of foreign students in Poland. The theoretical part of the paper concentrates on the issues related to the concept of identity and the status of English as an academic lingua franca, especially in the light of the growing role of English for Academic Purposes (EAP) in university education. Such theoretical background is intended to serve as a kind of introduction to the discussion which centres around the influence of this specific social variation of the English language on the process of shaping or reshaping identities among students who have decided to continue their education outside their native language environment in the multilingual context of a university language department. Seen from such a perspective, university courses in EAP may be treated as a form of practical implementation of multilingual pedagogy and, more specifically, the idea of inclusive “classrooms” with a particular goal-oriented curriculum. The empirical part of the article presents the research project which aimed to examine the above-mentioned phenomena as experienced by a group of language students of different ethnic and national background who have been studying (and living) in Poland for at least a year. The main research technique used in this qualitative study was the semi-structured interview, selected with a view to obtaining an in-depth picture and highly personalised account of the process of (re)constructing individual identities in a specific social context and educational setting.
4
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HOW EFL TEACHER TRAINEES IN A TESOL GRADUATE PROGRAM INTEGRATE TOOLS AND PLATFORMS INTO TEACHING EAP

88%
Love M.
Teaching English with Technology
|
2020
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vol. 20
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issue 5
38-64
EN
This project attempts to measure how teachers in a TESOL graduate program practically employ technology to teach English for Academic Purposes (EAP). Determining how teachers in training employ technology in teaching is difficult as one first needs to determine an instrument that can track evidence of how teachers envision combining technology with teaching EAP concepts in their teaching environments. A teacher training activity that can also be used as an instrument to measure how teacher trainees use or envision using technology to teach is student generated teaching suggestions (SGTSs), an activity that asks teacher trainees to develop and post teaching suggestions related to weekly course readings to a Moodle forum. If the SGTSs relate to technology, this activity can also be used to develop and measure technological, pedagogical, and content knowledge (TPACK). Utilizing a longitudinal research design, SGTSs that employed technology to teach EAP posted in a number of master’s in TESOL courses over a three-year period are presented and analyzed to determine how teacher trainees envisioned implementing technology in their teaching, the value of asking teachers to make SGTSs related to teaching with technology, the implications of their suggestions concerning teaching EAP with technology, and ways to improve the activity to better develop TPACK in student teachers.
5
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The place of the purpose statement in linguistics article introductions: an English–Polish perspective

75%
Warchał K.
Linguistica Silesiana
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2018
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vol. 39
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