The Purposes of Self-Sponsored Digital English Writing of EFL Learners
Keywords:
Self-sponsored Writing, EFL Learners, Digital English Writing, Purposes of Self-sponsored, English WritingAbstract
This study aims to investigate the purposes of Thai EFL learners’ self-
sponsored English writing on digital platforms. The participants were 43 English major students enrolling Academic Writing course in the 1/2020 semester of the University of Phayao. The data were collected using a questionnaire, an interview, and the instances of participants’ self-sponsored written texts. The results of the questionnaire showed that the participants performed self-sponsored English writing to have informal interactions with others in their social network most, and to practice their English writing skills least. The findings of the interview and the instances of self-sponsored written texts revealed that there were seven purposes of self-sponsored writing including sharing feelings or opinions on some issues by posting statuses, chatting with friends and family, expressing their opinions on friends’ status or photos, encouraging themselves and others, blessing themselves or others on special occasions, teasing friends and creating humor, and practicing English writing. It could be concluded that the participants did self-sponsored writing in English on digital platforms to build and maintain relationships with others, do self-expressing and self-improving.
References
Banda, F. (2017). Challenges of teaching academic writing skills to students with limited exposure to English (South Africa). Language Teacher Research in Africa, Makalela, Leketi (ed). Va : TESOL.
Bhutada, G. (2021, March 26). Visualizing the most used languages on the internet. Retrieved March 26, 2021, from https://www.visualcapitalist.com/the-most-used-languages-on-the-internet/
Boonsuk, Y. & Ambele, E. (2021). The Development and Changing Roles in Thai ELT Classrooms: From English to Englishes. Bangkok : Thammasat Printing House.
Emig, J. (1971). The composting processes of twelfth graders. Urbana, IL: National Council of Teacher of English.
Galvin, S., & Greenhow, C. (2019). Writing on social media: a review of research in the high school classroom. TechTrends, 64(1), 57-69.
Greenhow, C., & Galvin, S. (2020). Teaching with social media: evidence-based strategies for making remote higher education less remote. Information and Learning Science, 121 (7/8), 513-524. DOI:10.1108/ILS-04-2020-0138
Kong-in, W. (2015). The perceptions of Thai EFL students towards English linguistic imperialism in Facebook context. Journal of Language and Linguistics, 34(1), 94-112.
Rosinski, P. (2017). Students’ perceptions of the transfer of rhetorical knowledge between digital self-sponsored writing and academic writing: The importance of authentic contexts and reflection in Critical Transitions: Writing and the Question of Transfer, edited by Chris M. Anson and Jessie L. Moore, UP of Colorado, 2017, pp. 247-271.
Sonkaew, T. (2018). Thai’s writing in English on Facebook: Language choice and perceptions of multilingual writing. (Doctoral thesis). University of Southampton.
Srisa-ard, B. (2010). Introduction to researching (8th ed.). Bangkok: Suweeriyasarn.
Yi, Y., & Hirvela, A. (2010). Technology and “self-sponsored” writing: A case study of a Korean-American adolescent. Computers and omposition, 27(2010), 94-111.
Downloads
Published
How to Cite
Issue
Section
Categories
License
Copyright (c) 2022 Journal of MCU Humanities Review
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.