Teaching Academic Writing in English to Students of Economics Through Conceptual Metaphors

Abstract

The article addresses EFL students’ academic writing competence by fostering and evaluating their writing practices through conceptual metaphors. The research dataset comprised 102 Russian students majoring in economics. The students received the instruction based on the framework of the Conceptual Metaphor Theory during their EAP, ESP and EMI courses in economics. Metaphor Identification Procedure VU University Amsterdam (MIPVU) and the method of metaphoric modeling were used to assess EFL writing competence in economic knowledge domains – knowledge of terms and specific concepts, represented as conceptual metaphors. The statistical analysis did not show significant changes in the writing competence level of students when their EAP and ESP writing was compared. However, statistical differences were revealed in the use of metaphors when the students progressed from their EAP to EMI course and from their ESP to EMI course. The qualitative analysis demonstrated main differences within the conceptual metaphor domains in ESP and EMI writing. On the whole, the results reported here suggest the dynamics of FL writing competence of the Russian students specializing in economics when attending an EAP course, an ESP course and an EMI course in economics at the university.

The Impact of Automated Written Corrective Feedback on Efl Learners’ Academic Writing Accuracy

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“…Furthermore, In the contexts of English as a Foreign Language (EFL), English for Academic Purposes (EAP) and English for Specific Purposes (ESP). It is required to acquire the language and learn the disciplinary content (Wahyuningsih 2020, Utkina 2021 ).…”

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“…Integrating metacognitive strategy instruction can enhance writing instruction by promoting conscious control and regulation of cognitive processes, such as planning, monitoring, and evaluating one's own learning. This approach can help students gain insight into their own writing processes and identify areas for improvement, ultimately resulting in more effective writing (Chamot, 2005;Liu et al, 2022;Utkina, 2022). However, research on the application of metacognitive knowledge and strategies in EFL writing for Saudi Arabian students is limited (Basaffar & Bukhari, 2023).…”