21st Century ESP Instruction: Promoting Algerian Students' Academic Writing Proficiency through the Jigsaw Technique
| المصدر: | مجلة آفاق للعلوم |
|---|---|
| الناشر: | جامعة زيان عاشور الجلفة |
| المؤلف الرئيسي: | Benabederahmane, Mohamed Lamine (Author) |
| مؤلفين آخرين: | Belarbi, Ahmed Noureddine (Co-Author) |
| المجلد/العدد: | مج9, ع4 |
| محكمة: | نعم |
| الدولة: |
الجزائر |
| التاريخ الميلادي: |
2024
|
| الشهر: | أبريل |
| الصفحات: | 244 - 253 |
| DOI: |
10.37167/1677-009-004-018 |
| ISSN: |
2507-7228 |
| رقم MD: | 1528672 |
| نوع المحتوى: | بحوث ومقالات |
| اللغة: | الإنجليزية |
| قواعد المعلومات: | EduSearch, EcoLink, HumanIndex |
| مواضيع: | |
| كلمات المؤلف المفتاحية: |
Academic Writing | ESP Instruction | Target Situation Needs
|
| رابط المحتوى: |
عدد مرات التحميل
1
| المستخلص: |
Writing, as a language skill, is often regarded as a complex task. In this time of rapid changes in the professional landscape, business owners are aspiring to have highly competent and collaborative labor. The fact that language use has shifted greatly towards effective communication, be it spoken or written, introduced the urge for ESP learners to have their attention put on how to function properly and efficiently within the already working systems. In the modern workplace, there is a growing emphasis on not just technical knowledge but also a wide range of soft skills, including meaningful collaboration. In this study, we sought to investigate the current ESP pedagogy vis-a-vie academic writing requirements of the 21st Century business environment as well as the possible effects of integrating the Jigsaw technique into ESP instruction for namely academic writing proficiency. For this purpose, a quasi-experimental research design was applied at Ziane Achour University’s Department of English over the first trimester of 2023- 2024 academic year. 52 participants took part in the investigation throughout 06 treatment sessions after having sat for a pre-test writing achievement. Followed by the two, they, then, underwent another similar post-test. The findings revealed that the Jigsaw technique had a statistically positive impact on the learners’ academic writing proficiency. |
|---|---|
| ISSN: |
2507-7228 |
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