Lecturer's Views on Using Blended Learning as an Intervention Programme for Teaching English Language Academic Writing to Cape Peninsula University of Technology (CPUT) First Year Students

Autor/inn/en	Lentz, Genevieve Suzann; Foncha, John Wankah
Titel	Lecturer's Views on Using Blended Learning as an Intervention Programme for Teaching English Language Academic Writing to Cape Peninsula University of Technology (CPUT) First Year Students
Quelle	In: Journal of English as an International Language, 16 (2021) 1, S.77-92 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1718-2298
Schlagwörter	Teacher Attitudes; Blended Learning; Second Language Learning; Second Language Instruction; English (Second Language); Foreign Countries; Teaching Methods; Academic Language; English for Academic Purposes; Writing (Composition); Constructivism (Learning); Learning Theories; Participant Observation; College Faculty; Undergraduate Students; Writing Instruction; Diaries; Computer Software; COVID-19; Pandemics; South Africa + Suchen Sie Ihr Suchwort? Lehrerverhalten; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Schreibübung; Learning theory; Lerntheorie; Teilnehmende Beobachtung; Fakultät; Schreibunterricht; Diary; Tagebuch; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The purpose of this study is to seek blended learning as an intervention programme in first year's students' English language academic writing. The 21st century's focus on technology presents an ideal opportunity to use the digital platform as a space for students to learn. This is believed to work well particularly with students who might be struggling with academic writing. It may also apply to students who appreciate not being publicly exposed to the stigma of a struggling student. On the digital platform, they can experience the freedom and space to learn at their own pace and convenience. The study is framed theoretically in the Community of Inquiry based on Bourdieu's structural constructivism theory. The study used the stimuli and synergies afforded by the qualitative interpretivist paradigm that involves a population of 36 people. It used a purposive sampling of six first year English Home Language students and three Intermediate Phase Lecturers. The data were collected through participant observations, focus group discussions and interviews. Thematic analysis served as the analytical tool for the data collected. We believe that this study is of paramount value because it informs and assists the teaching of English as the language of teaching and learning in the classroom to hone academic writing practices of students. (As Provided).
Anmerkungen	English Language Education Publishing. Site Skills Training - Clark, Centennial Road, Clark Freeport Zone, Clark, Pampanga 2023, Philippines. e-mail: asianefl@gmail.com; Web site: https://www.elejournals.com/journal-of-english-as-an-international-language/; Web site: https://www.eilj.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01