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Academic Knowledge Formation Through Blogs: An Innovative and Multilingual Teaching Approach

Academic Knowledge Formation Through Blogs: An Innovative and Multilingual Teaching Approach

Işıl Günseli Kaçar
Copyright: © 2021 |Pages: 23
ISBN13: 9781799865087|ISBN10: 1799865088|EISBN13: 9781799865100
DOI: 10.4018/978-1-7998-6508-7.ch008
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MLA

Kaçar, Işıl Günseli. "Academic Knowledge Formation Through Blogs: An Innovative and Multilingual Teaching Approach." Futuristic and Linguistic Perspectives on Teaching Writing to Second Language Students, edited by Eda Başak Hancı-Azizoglu and Nurdan Kavaklı, IGI Global, 2021, pp. 118-140. https://doi.org/10.4018/978-1-7998-6508-7.ch008

APA

Kaçar, I. G. (2021). Academic Knowledge Formation Through Blogs: An Innovative and Multilingual Teaching Approach. In E. Hancı-Azizoglu & N. Kavaklı (Eds.), Futuristic and Linguistic Perspectives on Teaching Writing to Second Language Students (pp. 118-140). IGI Global. https://doi.org/10.4018/978-1-7998-6508-7.ch008

Chicago

Kaçar, Işıl Günseli. "Academic Knowledge Formation Through Blogs: An Innovative and Multilingual Teaching Approach." In Futuristic and Linguistic Perspectives on Teaching Writing to Second Language Students, edited by Eda Başak Hancı-Azizoglu and Nurdan Kavaklı, 118-140. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-6508-7.ch008

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Abstract

Blogs are an integral component of blended learning environments in English as a second language (ESL)/English as a foreign language (EFL) contexts. Although they are used in higher education to promote language learning, their impact on EFL preservice teachers' writer identity development in academic writing is underexplored. Utilizing Hyland's metadiscourse model, this qualitative case study in the Turkish higher education context investigated EFL preservice teachers' writer identity development on blogs. The data were collected via reflective journals, semi-structured interviews and reflective essays. Triangulation and corpus-based analysis of Hyland's metadiscourse markers were used in the data analysis. The findings revealed the EFL preservice teachers' multifaceted and even contradictory academic writer identities on blogs and numerous challenges they encountered regarding their identity displays. This study highlighted a blended and corpus-based futuristic perspective on the exploration of EFL writer identities.

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