Melisa Okičić
University of Sarajevo; Bosnia and Herzegovina; https://orcid.org0000-0003-2758-0925
DOI: https://doi.org/10.36534/erlj.2024.01.01
Bibliographic citation: (ISSN 2657-9774) Educational Role of Language Journal. Volume 2024-1(11). LINK BETWEEN BELIEFS AND LANGUAGE, pp. 6-17.
Abstract
Writing in a foreign language is widely recognized as a highly challenging skill to master. This perspective is grounded in the notion that writing reflects our ‘pattern of thought’ (Kaplan 1966, Connor 2011), and that there are multiple academic traditions of writing, each with its own rules and conventions. As a result, transitioning between different academic writing cultures can be a frustrating and confusing experience for both students and lecturers. This paper investigates the most prevalent challenges in teaching academic English to EFL students at the English Department of the Faculty of Philosophy, University of Sarajevo. The research findings indicate that EFL students lack critical thinking skills and tend to undervalue their own perspectives, leading to an overreliance on quoting and citing authors in their writing. This paper emphasizes the necessity for EAP lecturers to be well-versed in intercultural rhetoric and to effectively guide students in adapting their thinking and writing to a new academic culture.
Keywords: Academic English, intercultural rhetoric, critical thinking, writing
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