Abstract
The manner in which electronic writing resources are viewed by first-year South African university students enrolled in an English for academic purposes (EAP) class is explored in this chapter. A group of multilingual students (N = 279) were requested to reflect on their electronic writing resource selection habits and experiences. Limited good practice was evident; however, concerns were raised about computer literacy, knowledge, resources and support. The data clearly reflect participants’ limited view of electronic writing resources, computer anxiety and even fears of using computers. Good self-directed classroom writing practice strategies are strongly recommended in such situations, suggesting that teachers need to be cognizant not merely of the linguistic needs students have but also whether or not students are able to apply their L2 knowledge effectively when frustrated by limited experiences using computers.
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Olivier, J. (2020). Gliding Across the Digital Divide with High Anxiety: Electronic Resource Selection Toward Self-Directed Writing Practice in a South African EAP Context. In: Freiermuth, M.R., Zarrinabadi, N. (eds) Technology and the Psychology of Second Language Learners and Users. New Language Learning and Teaching Environments. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-34212-8_16
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DOI: https://doi.org/10.1007/978-3-030-34212-8_16
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