Teaching Academic Writing under the Influence of Collaborative, Blended, and Process Approaches: Findings from a Systematic Literature Review

Abstract

The current study is conducted with the ultimate aim of locating a university academic writing
course in the fields of (ɪ) Collaborative Language Learning , (ɪɪ) Blended Learning, and (ɪɪɪ)
Process Writing. With a systematic literature review, the paper screened a number of English
Language teaching journal articles in the area of teaching academic writing . Accordingly, a set
of implications relevant to the practicality of the above- mentioned approaches in teaching
academic writing to EFL university students was identified and discussed thematically . Based
on the findings of the literature reviewed, the researcher was spurred to implement a
synthesis of those approaches together in a practical method to deliver an academic writing
course to EFL preparatory year students at Hail University in Saudi Arabia. It has been
observed from the implementation that the students' writing skills underwent noticeable
improvement. In other words, the students were found to improve their writing skills, both
linguistically and psychologically. For the convenience of our colleagues who have been
striving to make objectives of a writing lesson approachable, the method is structured in detail
in this paper. Finally, some challenges that may impede the implementation of the method were
provided to open the door for more research to conduct in future.