Abstract
This study reports on how the use of online resources based on systemic functional linguistics (SFL) impacted college students’ emotional alignment with writing practices. Through qualitative analyses of in-class discussions, students’ interviews and reflections, as well as their written pieces gathered in a Chinese university, the case study shows that the students were able to overcome their fears with writing construction associated with their dearth of effective knowledge, albeit through a zigzag trajectory. More importantly, they could utilize the knowledge imparted through online resources, actively and confidently participating in unpacking written discourse and effectively constructing their own writing. The study concludes the importance of harnessing online resources that are effectively designed and linguistically grounded. It sheds light on the role of SFL as a linguistic technique to alleviate students’ anxieties while offering them knowledge needed for effective written communication.
Highlights
Writing requires writers to harness appropriate lexicon and grammar to organize mental meanings and construct the contents to be delivered (Hyland, 2007)
In the process of academic communication, the authorial evaluative stance has to be appropriately projected for a specific genre, and a fluent flow of information flow, such as using conjunctive words to create textual connections or explicit logical relationships (Martin & David, 2008; Mitchell & Pessoa, 2017)
Informed by studies on systemic functional linguistics (SFL) in preparing students for writing success, relevant literature on the dynamic relationship between writing anxiety and the knowledge repertoire, as well as the limited content of mandatory textbooks, the instructor boldly implemented his SFL-based use of online resources in the writing classroom
Summary
Writing requires writers to harness appropriate lexicon and grammar to organize mental meanings and construct the contents to be delivered (Hyland, 2007). Informed by studies on SFL in preparing students for writing success, relevant literature on the dynamic relationship between writing anxiety and the knowledge repertoire, as well as the limited content of mandatory textbooks, the instructor boldly implemented his SFL-based use of online resources in the writing classroom.
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