Abstract
This study reports on how teachers’ systemic functional linguistics (SFL)-based selection and use of on-line writing resources impacted students’ perceptions of on-line resources and their writing performance. Through a case study of students from one academic writing course in an urban university in China and primarily qualitative analysis of interviews with students, written artifacts, and students’ reflections, it was found that the selection and use of on-line learning resources, guided by the teacher’s SFL perspective on writing as a meaning-making process, facilitated students’ transition. That is, students gained a principled perspective on the use of on-line resources and were able to use pertinent knowledge in producing effective academic writing. The study concludes that the pedagogical use of on-line resources, when supported by SFL, could transform students’ perception of the value of on-line materials and improve their self-efficacy as academic writers.
Highlights
In the field of English language teaching, modern technology is increasingly used in the classroom, including online resources [1] [2]
To fill this research gap, this study explores how English-as-a-foreign language (EFL) teachers who act upon their meaning-making beliefs by selecting and using online materials affect students’ perceptions of online resources and their practices in the writing classroom
5% of students considered online resources to play a dual role in the writing process to learning grammar and vocabulary and to shape ideas
Summary
In the field of English language teaching, modern technology is increasingly used in the classroom, including online resources [1] [2]. This highlights the importance of teachers having appropriate pedagogical beliefs about language learning to guide their selection and use of online resources [4] [6] [7]. Teachers generally teach using traditional textbooks, focusing on de-contextualized linguistic knowledge [9] and failing to select and use the most effective online resources for their students [4]. Many EFL students fail to communicate effectively in globalized communities, where academic writing has unique features of favoring both language forms and contextually appropriate meaning [10]. To fill this research gap, this study explores how EFL teachers who act upon their meaning-making beliefs by selecting and using online materials affect students’ perceptions of online resources and their practices in the writing classroom
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