Ways of Implementation of Problem-Based Learning in Academic Writing Course

Abstract

Writing in the higher education environment is one of the basic skills, which on the one hand is related to a complex cognitive process and on the other hand requires practical work experience. Thus, teaching academic writing is a complex task that requires consideration of aspects of analysis, synthesis, evaluation, critical thinking, text structuring, production, research, responsibility, managing the writing process, and discipline specificity. Consequently, the academic writing course and the corresponding learning process should be planned so that the student simultaneously develops writing, research, and critical thinking skills, increases subject competence, and works independently and in a group. This goal can be achieved if a blended approach is introduced in the teaching of academic writing and the principles and strategies of both problem-oriented learning, process-oriented writing, and collaborative learning are considered. The purpose of the paper is to discuss the characteristics and advantages of problem-based learning in teaching academic writing. In the second part of the paper, a specific task related to the issues of multilingual education is discussed. Stages of task performance are presented, and relevant strategies and activities are analyzed. Accordingly, the paper has a methodological character and practical significance.