A Blended Approach For Teaching Efl Writing At University Level
Résumé: This paper attempts to suggest ways of improving EFL writing instruction at tertiary level by exploring the interrelationship between writing, metacognition and blended learning. In accordance with the research findings of a former doctoral study (Arar, 2015), this article describes some applications of a suggested writing instructional model that combines principles from three approaches: Cognitive Academic Language Learning Approach, Computer Assisted Writing, and Writing Across the Curriculum. The aim of the proposed writing framework is to develop students’ metacognitive awareness during the writing process, as well as meet learners’ writing and learning needs via a more authentic and contextual writing instruction that promotes language, writing, technology use, and autonomy. The overall objective of this paper is to illustrate classroom applications of this instructional model that strives for improving students’ achievement in writing and in EFL learning.
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