Maryam Kooshafar - Department of English Language and Literature, Faculty of Literature and Languages, Arak University, Arak, Iran
Moussa Ahmadian - Department of English Language and Literature, Faculty of Literature and Languages, Arak University, Arak, Iran
Hooshang Yazdani - Department of English Language and Literature, Faculty of Literature and Languages, Arak University, Arak, Iran

One strategy that eases the process of teaching argumentative writing might be teaching them how to express their thoughts, beliefs, and in general, ideologies in academic essays. This study aimed to investigate the effect of teaching writing skills on ideology transfer in the academic writings of EFL students. To this end, a sequential mixed-methods design was used. Participants were ۸۰ male and female IELTS candidates who were selected based on some criteria such as proficiency level, age, and educational background. A sample Mock Writing Task ۲ and a sample IELTS Writing Task ۲ were used as instruments in the pre-test and post-test respectively. Learners’ essays produced during these stages were analyzed based on Fairclough’s (۲۰۰۱) three-dimensional model of critical discourse analysis: description, interpretation, and explanation. To analyze the data, content analysis methods were applied during which discursive strategies used by the candidates were identified and coded, and the frequency and percentage of them were calculated. After the analysis, the following themes were extracted in the participants’ writings, as representing ideology transfer: tendency towards representation of identity, use of active voices, use of first-person pronouns, social views, author visibility, ideology-laden concepts, and idea development. Moreover, there were significant changes in the post-test writings of the participants in terms of the number of discursive strategies used to express ideology. This shows that teaching writing skills can significantly affect EFL learners’ ability to transfer their ideology into academic writing. The findings can have some implications for EFL learners, teachers, and curriculum planners.

Academic Writing, critical discourse analysis, Fairclough’s (۲۰۰۱) model, ideology, ideology transfer, discursive strategies