This paper presents a case study of a course on academic writing for postgraduate studies within a collaborative and interactive information and communication technologies (ICT) based language-learning setting. It describes the structure of an academic writing course for PhD students, focusing on three ICT-enhanced course activities: collaborative tasks undertaken within a discussion forum, online peer reviews, and videoconferencing with invited specialists. Samples of the course participants' work and results of their feedback are presented. Results indicate that while ICT-enhanced tools are considered useful by both course participants and teachers, there continues to be a need for research regarding the benefits of ICT-enhanced methods when they are combined with a traditional approach to teaching and learning.
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