A Framework for English Writing Centres Transformation in Crisis Conditions
Abstract
The 21st century’s technological advancements and globalisation necessitate effective written communication skills in English across all professional fields. Consequently, writing is integral to university curricula, with competence-oriented instruction based on European language education recommendations. The English Writing Centre at the National University of “Kyiv-Mohyla Academy” (KMA EWC), established in 2014, aimed to enhance students' English as a Foreign Language (EFL) writing skills. However, its services were suspended during the pandemics and armed conflict. Proceeding from scholarly research in the related fields, this study examines the challenges faced by the KMA EWC, focusing on the impact of global and local crises on its practices. With the aim of restoring the KMA EWC, we emphasise the need for innovative approaches to support students, faculty, and the centre itself in times of hardship. In the context of rapid AI development, the study addresses concerns about learners' tendencies to misuse of AI-generated content, raising concerns about academic integrity and posing risks to the EWC's very existence. Given the current global and local crises, the project envisions the online Learning Management System (LMS) as a platform for effective tutoring, proposing a hybrid model that integrates online and offline sessions. Based on the survey-based research methodology, incorporating career-oriented writing into the EWC's activities is identified as a high priority. Additionally, informed by research on therapeutic writing and language-through-resilience teaching, the KMA EWC views writing sessions as a means to nurture the participants’ emotional well-being. Through these innovative approaches, the KMA EWC aims to contribute its unique experience to the global evolution of writing centres.
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References
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