Designing ICT-enhanced language programmes: Academic writing for postgraduate studies

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Authors	ŠTĚPÁNEK Libor HRADILOVÁ Alena
Year of publication	2013
Type	Article in Periodical
Magazine / Source	Language Learning in Higher Education; Journal of the European Confederation of Language Centres in Higher Education (CercleS)
MU Faculty or unit	Language Centre
Citation
Web	http://www.degruyter.com/view/j/cercles.2012.2.issue-1/cercles-2012-0010/cercles-2012-0010.xml?format=INT
Doi	http://dx.doi.org/10.1515/cercles-2012-0010
Field	Pedagogy and education
Keywords	Academic writing; ICT-enhanced activity; online peer review; video-conferencing
Description	This paper presents a case study of a course on academic writing for postgraduate studies within a collaborative and interactive information and communication technologies (ICT) based language-learning setting. It describes the structure of an academic writing course for PhD students, focusing on three ICT-enhanced course activities: collaborative tasks undertaken within a discussion forum, online peer reviews, and videoconferencing with invited specialists. Samples of the course participants' work and results of their feedback are presented. Results indicate that while ICT-enhanced tools are considered useful by both course participants and teachers, there continues to be a need for research regarding the benefits of ICT-enhanced methods when they are combined with a traditional approach to teaching and learning.