Guidelines for developing writing instruction framework within the context of English For Academic Purposes (EAP) as informed by Academic Literacies: a critical interpretive meta synthesis
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This thesis aimed to provide guidelines for developing writing instruction framework within the context of teaching English for Academic Purposes (EAP) as informed by Academic Literacies (Ac Lits). To this end, the researcher explored the empirical articles focusing on teaching writing published in the Journal of English for Academic Purposes (JEAP). A research synthesis method was employed to review, analyze, and synthesize 109 research articles, using a spreadsheet program for categorizing and coding qualitative data. The researcher analyzed the purposes and results of these studies, using Noblit and Hare’s (1988) meta-ethnographic approach to interpretive synthesis as adapted by Dixon-Woods et al. (2006), called critical interpretive synthesis, and Schütz’s (1973) notion of second and third order constructs. In the end, the researcher highlighted a number of principles for guiding writing instruction within the context of EAP as informed by Academic Literacies.
Critical interpretive synthesis