Relevant bibliographies by topics / EAP writing

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'EAP writing'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "EAP writing"

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Romano, Francesco. "Grammatical accuracy in EAP writing." Journal of English for Academic Purposes 41 (September 2019): 100773. http://dx.doi.org/10.1016/j.jeap.2019.100773.

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Wai Cook, Misty So-Sum. "The Success of an EAP Programme in Tertiary Education: Using a Student-Centric Approach to Scaffold Materials in an EAP." Studies in English Language Teaching 7, no. 2 (2019): p213. http://dx.doi.org/10.22158/selt.v7n2p213.

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Researchers and practitioners who focus on academic writing in English for Academic Purposes (EAP) courses have reported on the need to equip students with the necessary knowledge and skills to deal with academic writing across different disciplines in tertiary education (Rinnert & Kobayashi, 2005; Shi, 2011; Thompson, 2013). Previous research (e.g., Crosthwaite, 2016) has predominantly measured students’ progress in an EAP by comparing students’ pre- and post-course scores of individual language/writing skills. Much less has been reported on the effectiveness of a detailed EAP curriculum design that scaffolds skills in stages. This study contributes to the current EAP research by examining holistically the impact of a 12-week EAP course that adopts a reading-to-write, student-centric approach to scaffold progressively difficult writing skills/knowledge to help students acquire academic writing skills by focusing on three core skills: language, text organisation, and content development. The data of this study show students’ perceptions of their writing abilities and the significant improvement in academic writing skills before and after completing the course.
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Crosthwaite, Peter. "A longitudinal multidimensional analysis of EAP writing: Determining EAP course effectiveness." Journal of English for Academic Purposes 22 (June 2016): 166–78. http://dx.doi.org/10.1016/j.jeap.2016.04.005.

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Hirvela, Alan. "“Disciplinary portfolios” and EAP writing instruction." English for Specific Purposes 16, no. 2 (1997): 83–100. http://dx.doi.org/10.1016/s0889-4906(96)00037-3.

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McDonough, Kim, Pakize Uludag, and Heike Neumann. "Morphological Development in EAP Student Writing." TESOL Quarterly 54, no. 4 (2020): 1065–76. http://dx.doi.org/10.1002/tesq.608.

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Sheypak, S. A. "Academic Writing: Critics of the Traditional EAP Approach." Vysshee Obrazovanie v Rossii = Higher Education in Russia 29, no. 2 (2020): 92–103. http://dx.doi.org/10.31992/0869-3617-2020-29-2-92-103.

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Through the analysis of the positions taken in the discussion on Academic Writing, the article shows that the experience of Academic Writing adopted from Anglo-Saxon educational practices in many Russian universities is based on the traditional EAP (English for Academic Purposes) methods which have been systematically criticized for text-centricity and cultural universalism. The critical revision of the traditional EAP methods requires implementing a discourse analytical approach and cultural relativism in Academic Writing course. A review of critical studies on Academic Writing concludes that the criticism of the traditional EAP methods is developed on the basis of concepts worked in the Russian rhetoric tradition by researchers of the Bakhtin circle. The article points out that in the Russian educational context the EAP experience is to be implemented through a discourse analytical approach that has been adopted in the EAP practices in response to criticism. The concepts developed in the Russian rhetorical tradition are required to apply a discourse analytical approach in the Academic Writing course in Russian universities.
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Tuomainen, Satu. "A Blended Learning Approach to Academic Writing and Presentation Skills." International Journal on Language, Literature and Culture in Education 3, no. 2 (2016): 33–55. http://dx.doi.org/10.1515/llce-2016-0009.

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AbstractBlended learning is a common learning mode in higher education which combines the use of online and face-to-face classroom learning. The use of blended learning for English for Academic Purposes (EAP) with non-native university students, however, can pose challenges from the methods and materials to the student perceptions. This article describes the blended learning implementation of an EAP course for academic writing and presentation skills and how the students perceived the blended course mode, methods, workload, learning atmosphere and challenges. Results indicate that non-native university students appreciated blended learning for the EAP course and found the flexibility and convenience of blended learning beneficial to their EAP learning. This encourages the further development of blended learning options for EAP writing and presentation skills as students no longer require the extensive classroom teaching context but instead adapt well to self-regulated and reflective learning of EAP.
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Ata Alkhaldi, Ali. "Once Upon A Time: A Framework for Developing Creative Writing in ESP and EAP." International Journal of Applied Linguistics and English Literature 8, no. 4 (2019): 81. http://dx.doi.org/10.7575/aiac.ijalel.v.8n.4p.81.

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Creativity is useful for enriching the quality of learning (Maley, 2015). Using English for creative learning purposes is essential for studying on various university degree courses. Writing is potentially considered as the most important skill although it is a difficult skill for Second Language (SL) learners to master (Nunan, 1999). One of the possible reasons for this is that it has not been well-emphasized and developed in English language materials (Alkhaldi, 2014; Tomlinson, 2015). This study focuses on writing, particularly, creative writing in English for Specific Purposes (ESP) and English for Academic Purposes (EAP) courses. The main purpose of an ESP course and EAP course is to improve traditional and technical writing skills for students, and this might be at the expense of creative writing. This study explores creative writing and its possible challenges. It also discusses the significance of creativity, creativity and the language learner, creativity and motivation, creative writing, and the role of creative writing in ESP/EAP. Finally, it elaborates and recommends a systematic, principled framework based on a review of the related literature for developing creative writing in ESP/EAP courses.
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Zhang, Jinzhu. "Research on the Assessment System Construction of EAP Writing Skill from an Eco-linguistic Perspective." Theory and Practice in Language Studies 9, no. 3 (2019): 292. http://dx.doi.org/10.17507/tpls.0903.06.

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This paper comes up with an assessment system of EAP writing development from an Eco-linguistic perspective based on a literature review of English writing construction and assessment of writing skills development under an ecological dynamic model. The paper clarifies that the writing construction in academic contexts consists of genre and rhetorical knowledge, process, strategy knowledge，and academic discourse community knowledge. The paper elucidates that the ecological dynamic assessment of EAP writing skills, as just being conducted at Tianjin Polytechnic University, has been proved to be workable in establishing bio-ecological links between the classroom learning contexts and the broader educational contexts at university. In the research, the individualized and comprehensive employment of assessment tools such as textual analysis，one-on-one interviews，case study and writing portfolios helps achieve dynamic assessment and facilitate ecological transfer of EAP writing competence.
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Mazgutova, Diana, and Judith Hanks. "L2 Learners’ Perceptions of Their Writing Strategies on an Intensive EAP Course." Journal of Academic Writing 11, no. 1 (2021): 45–61. http://dx.doi.org/10.18552/joaw.v11i1.566.

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This study examines second language (L2) learners’ perceptions of their writing strategies on an intensive English for Academic Purposes (EAP) programme at a British university. The participants were 14 Chinese pre-undergraduate students who engaged in interviews and completed reflective journal entries. The results of the analyses indicate that after four weeks of studying on the EAP course, students believed that they started to apply a broader range of writing strategies, such as reading extensively, using exemplars of student writing to inform their own assignments, revising in a more focused manner and appreciating tutor feedback on their writing. Thus, the perceived increase in the use of various writing strategies is indicative of the potential effectiveness of a short EAP pre-sessional course.
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Dissertations / Theses on the topic "EAP writing"

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De, Silva Kalinga Radhika Meghamala. "The impact of writing strategy instruction on EAP students 'writing strategy use and writing performance." Thesis, University of Reading, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.533757.

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The study investigated the impact of writing strategy instruction on English for Academic Purposes (EAP) students' writing strategy use and writing performance. The sample consisted of 72 undergraduates -following the English for Science course at the Open University of Sri Lanka. The study adopted a mixed method true experimental research design. The data were collected using strategy questionnaires, stimulated recall protocols, diary entries, writing strategy checklists and writing tests. This longitudinal study attempted to investigate the feasibility of strategy instruction, the impact of strategy instruction on learners' strategy use and writing performance and the effects of task type and other learner variables on writing strategy use. A writing strategy instruction cycle was specifically designed for EAP students and was tried out with the experimental group. The data were analyzed both quantitatively and qualitatively. The results showed that the writing strategy instruction had a positive impact on learners' strategy use and writing performance. The Experimental Group who underwent strategy instruction outperformed the Control Group which did not receive such training, in the use of most of the strategy categories and total strategy use and in the total writing scores at the post-test. The findings also showed that the students could be trained not only to use writing strategies but also to use them effectively to achieve their desired outcomes. The present study found that writing strategy instruction was feasible with English for Academic Purposes students and it was equally beneficial to students irrespective of their attainment level, gender, or Lt. The findings of the present study provide empirical evidence which supports some of the theoretical underpinnings of Language Learner Strategy research. The study proposes a tentative cycle for writing strategy instruction for English for Academic Purposes students.
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El-adawy, Rasha Mahmoud. "Teaching EAP Through Distance Education: An Analysis of an Online Writing Course." Thesis, Connect to resource online, 2010. http://hdl.handle.net/1805/2187.

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Thesis (M.A.)--Indiana University, 2010.<br>Title from screen (viewed on July 19, 2010). Department of English, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Thomas A. Upton, Julie A. Belz, M. Catherine Beck. Includes vitae. Includes bibliographical references (leaves 97-106).
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Li, Mimi. "Small Group Interactions in Wiki-Based Collaborative Writing in the EAP Context." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5254.

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Due to recent developments in Web 2.0 technologies, computer-mediated collaborative writing has captured the growing attention of second language researchers and instructors. The affordance of wikis for collaborative writing has been hailed, but few studies have explored the nature of wiki collaboration and interaction during small group writing using wikis. This dissertation investigated dynamic group interactions in wiki-based collaborative writing tasks in an English for Academic Purposes (EAP) course at a southeastern public research university in the U.S. A total of twenty-nine English as a Second Language graduate students collaboratively worked on two writing tasks within small groups in Wikispaces sites. By adopting a multiple-case study approach, I closely examined four small groups that had diverse L1 background composites and presented a comprehensive picture of students' wiki-based collaborative writing. Informed by sociocultural theory, particularly the notions of scaffolding and zone of proximal development, I explored small group interactions to derive how they negotiated writing tasks, co-constructed writing, and mutually scaffolded wiki writing processes. I also examined what factors mediated the dynamic interactions, and in what ways the interactions influenced wiki writing products and connected with students' reflections about wiki collaborative writing. The triangulated data sources included archived wiki "Discussion," "Comments," "History," and "Page" records, pre-task and post-task questionnaire surveys, post-task and follow-up interviews, students' reflection papers, instructors' assessment of students' wiki group writing, and my research logs. In terms of the data analysis, I mainly conducted qualitative procedures using constant comparative method and content analysis, supplemented with descriptive analysis. The results revealed that the four small groups demonstrated four characteristic patterns of interaction. The patterns were not static across two wiki writing tasks. Mixed patterns were found in Group 1 (Collective-- Active/withdrawn) and Group 3 (Dominant/defensive-- Collaborative). Group dynamics were also evident in Group 2 (Expert/novice) and Group 4 (Cooperating in parallel). These patterns were featured with language functions that small groups performed while negotiating writing tasks, writing change functions that they performed while constructing joint texts, and scaffolding strategies that they applied throughout collaborative writing processes. In addition, multiple factors mediated small groups' wiki interactions: motives/goals, agency and emotion, and prior experiences in such aspects of cultural background, small group work, and technology use. Moreover, the group interactions had influences on joint wiki writing products and also connected with students' reflections about wiki affordances and their learning experiences. This study bridged the gap in computer-mediated collaborative writing research, and also shed new light on the networked writing pedagogy in the EAP context.
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A, l.-Zefeiti Ali Salim. "A stakeholder evaluation of an English for Academic Purposes (EAP)writing programme." Thesis, University of Bristol, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.520651.

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Unlu, Zuleuha. "Exploring teacher-student classroom feedback interactions on EAP writing : a grounded theory approach." Thesis, University of Warwick, 2015. http://wrap.warwick.ac.uk/74253/.

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This thesis reports an investigation/exploration of one-to-one teacher-student feedback interactions inside EAP classrooms about learners’ academic writing at a higher education institution in England. It is constructivist, and a single case study with embedded units. It also draws on the inquiry traditions of grounded theory. Interviews with EAP teachers and students as well as classroom observations/field notes and supplementary audio recordings as methods of data collection were utilized. Informed by the hypothesis-generation procedure of grounded theory, the study first followed the stages of open, selective and theoretical coding to present a holistic account of one-to-one classroom feedback interactions between teachers and students in the complete data. After developing the theory, the components of the theory were compared and contrasted (within when possible, and) across case units. The analysis of classroom observations revealed three patterns of teacher-student relationship in the feedback interactions. These relationship patterns were collaborative relationship, normative relationship and subordinated relationship. It was also revealed that teachers and students constructed these relationship patterns by utilizing certain actions. In collaborative relationship, teachers utilized actions of diagnosis, suggestion, stimulation, and warning. Learner actions in this relationship were initiation, clarification, suggestion, verification/confirmation, surmise, and challenge. In normative relationship, teachers utilized actions of arbitership and evaluation while learners used conforming and withdrawal. In subordinated relationship, teachers utilized deferral, and learners used adducing. The interview data revealed learners’ and teachers’ institutional-self as the possible influencing factor on how relationship patterns were constructed. Likewise, learners’ critical awareness of academic writing was found as one of the potential consequences of those relationship patterns. No possible consequence was revealed for teachers. The study contributes by presenting an analytical framework to analyse classroom feedback interactions inside EAP classes while foregrounding EAP classroom setting as an underexplored area to understand diverse controversial issues in the field of EAP.
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Zhao, Jun. "Metaphors and Gestures for Abstract Concepts in Academic English Writing." Diss., The University of Arizona, 2007. http://hdl.handle.net/10150/195298.

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Gestures and metaphors are important mediational tools to materialize abstract conventions in the conceptual development process (Lantolf and Thorne, 2006): metaphors are used in the educational setting to simplify abstract knowledge for learners (Ungerer and Schmidt, 1996; Wee, 2005); gestures, through visual representation, can "provide additional insights into how humans conceptualize abstract concepts via metaphors" (Mittelberg, in press, p. 23).This study observed and videotaped four composition instructors and 54 ESL students at an American university to probe how their metaphorical expressions and gestures in a variety of naturally occurring settings, such as classroom teaching, student-teacher conferencing, peer reviewing and student presentations, represent the abstract rhetorical conventions of academic writing in English. By associating students' gestures with the instructors' metaphors and gestures, this study found evidence for the assistive roles of metaphors and gestures in the learning process. The final interviews elicited students' metaphors of academic writing in English and in their first languages. The interviewees were also asked to reflect upon the effectiveness of the metaphors and gestures they were exposed to.This study confirmed the roles of gestures in reflecting the abstract mental representation of academic writing. Twelve patterns were extracted from the instructors' data, including the linearity, container, building, journey metaphors and others. Of these twelve patterns, six were materialized in the students' gestural usage. The similarity of gestures found in the instructors' and students' data provided proof of the occurrence of learning. In the elicited data, students created pyramid, book, and banquet metaphors, to highlight features of academic writing in English and in their first languages. These new metaphors demonstrate students' ability to synthesize simple metaphors they encountered for a more complex one, which is more significant in the learning process. The interviews suggest that metaphors are better-perceived and more effective in relating abstract knowledge to the students. Gestures were not judged by the students to be helpful. This could result from the fact that gestures, other than emblems, are often understood unconsciously and are naturally used to provide additional information to the verbal utterance rather than replacing speech, which is more prominent perceptually and conceptually.
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Lee, Hyunju. "Responding to Genre-Based Writing Instruction: An Interpretive Study of L2 Writers' Experiences in Two Graduate Level ESP/EAP Writing Courses." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1269476493.

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Chang, YiBoon. "A Descriptive Case Study of Teacher and Student Participation in Feedback Practice Within a College-level EAP Writing Course." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1523504168299074.

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Toumi, Naouel. "A comparative study of reflexive metadiscourse in research articles : an EAP perspective, with implications for teaching writing to EAP learners at tertiary level in Tunisia." Thesis, University of Reading, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.577979.

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Nowadays, most scholars looking for promotion and other academic rewards must publish in impacted journals that use English. However, writing in this language is difficult for Non Native English (NNE) academics, who use other languages in their national disciplinary context. In such contexts, NNE researchers may benefit from comparative studies of the local and the native English (NE) writing conventions. Results from these studies can help NNE academics write more felicitous research texts in English. The present study comparatively analyses reflexive metadiscourse use in research articles (RAs) written in English by NE and Tunisian researchers. The analysis investigates reflexive metadiscourse in a corpus of 100 RAs from hard and soft sciences, with 50 RAs from each cultural group. The focus of this work is on Economics, Business and Management RAs as samples of the soft sciences and Earth and Planetary Sciences RAs as samples of the hard sciences. This work uses an analytical model which draws its main components from Mauranen (1993b) and Adel (2006). A number of adjustments are made in order to render the model more applicable to the research article genre. Employing corpus linguistics methods, this thesis has shown that the NE writers use more markers of total reflexive metadiscourse in the soft than in the hard sciences, while Tunisian authors use equal amounts in the two sciences. It was also found that reflexive metadiscourse is denser in the argumentative RA sections followed by the opening and closing sections, while it is much less frequent in the expository sections. This work also proved that there are more reflexive metadiscourse markers in theoretical than in empirical RAs. As such, the present work contributes to EAP by providing more accurate guidance to Tunisian EAP course designers and/or instructors about the use of reflexive metadiscourse in English RAs.
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Chu, Lina, and 朱麗娜. "Towards understanding learners' perception of assessment: an investigation of ESL students' perception of timedwriting assessment in an EAP context." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B3194484X.

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Books on the topic "EAP writing"

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Tribble, Chris. Concordancing and an EAP writing programme. Bell Educational Trust, 1990.

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Zemach, Dorothy E., Robyn Brinks Lockwood, and Kelly Sippell. Four point reading and writing 1.: Intermediate EAP. University of Michigan Press, 2011.

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Basically academic: An introduction to EAP. Newbury House, 1991.

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Chun, Christian W. Power and meaning making in an EAP classroom: Engaging with the everyday. Multilingual Matters, 2015.

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Just say the word!: Writing for the ear. W.B. Eerdmans, 1996.

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Schafer, R. Murray. The thinking ear: Complete writings on music education. Arcana Editions, 1988.

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Schafer, R. Murray. The thinking ear: Complete writings on music education. Arcana Editions, 1986.

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Schafer, R. Murray. The thinking ear: Complete writings on music education. Arcana, 1986.

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O'Rourke, P. J. Eat the rich. Picador, 1999.

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Hearing and writing music: Professional training for today's musician. 2nd ed. September Pub., 2006.

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Book chapters on the topic "EAP writing"

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Vincent, Benet, Hilary Nesi, and Daniel Quinn. "Exploiting corpora to provide guidance for academic writing." In Corpora in ESP/EAP Writing Instruction. Routledge, 2021. http://dx.doi.org/10.4324/9781003001966-1-3.

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Ackerley, Katherine. "Exploiting a genre-specific corpus in ESP writing." In Corpora in ESP/EAP Writing Instruction. Routledge, 2021. http://dx.doi.org/10.4324/9781003001966-4-7.

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Rees, Geraint Paul. "Discipline-specific academic phraseology." In Corpora in ESP/EAP Writing Instruction. Routledge, 2021. http://dx.doi.org/10.4324/9781003001966-2-4.

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Pinto, Paula Tavares, Geraint Paul Rees, and Ana Frankenberg-Garcia. "Identifying collocation issues in English L2 research article writing." In Corpora in ESP/EAP Writing Instruction. Routledge, 2021. http://dx.doi.org/10.4324/9781003001966-7-11.

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Jablonkai, Reka R., and Neva Čebron. "Undergraduate students’ responses to a corpus-based ESP course with DIY corpora." In Corpora in ESP/EAP Writing Instruction. Routledge, 2021. http://dx.doi.org/10.4324/9781003001966-5-8.

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Charles, Maggie, and Ana Frankenberg-Garcia. "Introduction." In Corpora in ESP/EAP Writing Instruction. Routledge, 2021. http://dx.doi.org/10.4324/9781003001966-nan-1.

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Flowerdew, Lynne. "Afterword." In Corpora in ESP/EAP Writing Instruction. Routledge, 2021. http://dx.doi.org/10.4324/9781003001966-nan-12.

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Liou, Hsien-Chin, and Szu-Yu Liu. "Exploring the relationships between English writing motivation and uptake of corpus-aided corrective feedback." In Corpora in ESP/EAP Writing Instruction. Routledge, 2021. http://dx.doi.org/10.4324/9781003001966-3-6.

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Shin, Ji-young. "The use of stance in L2 first-year college writing." In Corpora in ESP/EAP Writing Instruction. Routledge, 2021. http://dx.doi.org/10.4324/9781003001966-6-10.

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Ruegg, Rachael. "Increasing Autonomy in Learners of EAP Writing: An Exploratory Study." In Teaching English for Academic Purposes (EAP) in Japan. Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-8264-1_6.

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Conference papers on the topic "EAP writing"

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Miyazoe, Terumi, and Terry Anderson. "Visualizing Blogs: The "to-do-or-not-to do dilemma" in EAP Writing Online." In EUROCALL 2012. Research-publishing.net, 2012. http://dx.doi.org/10.14705/rpnet.2012.000055.

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Larsen-Walker, Melissa. "How Does Data Driven Learning Affect the Production of Multi-Word Sequences in EAP Students’ Academic Writing?" In EUROPHRAS 2017 - Computational and Corpus-based Phraseology: Recent Advances and Interdisciplinary Approaches. Editions Tradulex, Geneva, Switzerland, 2017. http://dx.doi.org/10.26615/978-2-9701095-2-5_010.

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Rahmiati, I., I. Emaliana, R. Khoirunnisa, S. Ju, and S. Adi. "EFL Epistemic Beliefs, Writing Apprehension, Writing Strategies, Writing Performance: Exploring Possible Relationships." In First International Conference on Advances in Education, Humanities, and Language, ICEL 2019, Malang, Indonesia, 23-24 March 2019. EAI, 2019. http://dx.doi.org/10.4108/eai.23-3-2019.2284928.

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Hardi, Dewi. "The Use Of The Four Square Writing Method In Improving Students’ Writing Ability Through Narrative Writing In Medan Mulia Elementary School." In Proceedings of the 1st International Conference of Global Education and Society Science, ICOGESS 2019,14 March, Medan, North Sumatera, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.14-3-2019.2291982.

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Sedyoko, A., and B. Nurgiyantoro. "Developing Teaching Material on Non-literary Text Writing with Story Writing Map Strategy." In First International Conference on Advances in Education, Humanities, and Language, ICEL 2019, Malang, Indonesia, 23-24 March 2019. EAI, 2019. http://dx.doi.org/10.4108/eai.23-3-2019.2284887.

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Sumira, Sumira, Desi Yulastri, Muthia Damaiyanti, and Ofra Regina. "Writing Brochure as Apart of Learning Material Development in Writing for Media Subject." In Proceedings of the 1st International Conference on Applied Social Sciences, Business, and Humanity, ICo-ASCNITY, 2 November 2019, Padang, West Sumatra, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.1-11-2019.2294025.

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Inayati, D. "Can Blogs Facilitate Students‘ Writing? Revisiting the Use of Blogs in EFL Writing Instruction." In First International Conference on Advances in Education, Humanities, and Language, ICEL 2019, Malang, Indonesia, 23-24 March 2019. EAI, 2019. http://dx.doi.org/10.4108/eai.23-3-2019.2284922.

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Rokhmani, Teguh, Bedjo Sujanto, and Muchlis Luddin. "Sounding the Truth in Academic Writing." In International Conference on Environmental Awareness for Sustainable Development in conjunction with International Conference on Challenge and Opportunities Sustainable Environmental Development, ICEASD & ICCOSED 2019, 1-2 April 2019, Kendari, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.1-4-2019.2287271.

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Nurjamin, Lucky, Yustika Fajriah, and Anne Suminar. "Think first or just do writing?" In Proceedings of the 1st International Conference on Business, Law And Pedagogy, ICBLP 2019, 13-15 February 2019, Sidoarjo, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.13-2-2019.2286152.

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Wu, Lingjuan. "A Survey of Blended Learning for EGP Writing Supported by MOOCs and Juku." In ICEEL 2018: 2018 2nd International Conference on Education and E-Learning. ACM, 2018. http://dx.doi.org/10.1145/3291078.3291087.

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