ABSTRACT
Introduction At the turn of the millennium, the internet was perceived as something to be used with caution, ‘a resource that is a mix of standards and near anarchy’ (Slaouti, 2002, p.107). The first generation of the web did not allow for much interaction, and any online content needed to be checked for errors before publication, particularly in academic settings. Over the past decade, control over the publishing domain has been irreversibly lost with the emergence of the so-called Web 2.0 (O’Reilly, 2005), which empowers the user to take an active role in the creation of content through social networking, blogs, wikis, YouTube, and Twitter. The development of digital technologies has resulted in the emergence of new academic genres and discourses, and the impact of these developments on English for academic purposes (EAP) needs to be explored.
