Operation and Evaluation System of Standard Lectures for Academic Writing Courses in University : Focusing on the Case of S University

2021 ◽  
Vol 17 ◽  
pp. 191-224
Author(s):  
Cheong Lee
Keyword(s):  
Academic Writing ◽  
Evaluation System ◽  
Writing Courses

scholarly journals A Study of University Students in Japan: Learning and Application of Academic English Writing

2021 ◽  
Author(s):  
◽  
James Graham McKinley
Keyword(s):  
Undergraduate Students ◽  
Academic Writing ◽  
Social Constructivist ◽  
Academic English ◽  
Writing Classes ◽  
Writer Identity ◽  
Writing Courses ◽  
English Writing ◽  
Written Texts ◽  
The Rich

<p>This study investigated Japanese first and second year undergraduate students learning English academic writing in their compulsory English composition courses in a Japanese university. The thesis takes a social constructivist approach to investigate the aspects of critical argument and writer identity in these students’ classes and their writing.  The data for the study include classroom observations and teacher and student interviews, all conducted monthly throughout the academic year-long course. In total there were six courses, four teachers, and sixteen student participants. The observations were analyzed using an adapted version of Ivanič’s (2004) Discourses of Writing framework, which focused on aspects of identity construction in the writing classroom. The linguistic data included a selection of one major piece of writing from each student, analyzed using an adapted Appraisal framework within Systemic Functional Linguistics (Martin, 1997; 2000). In order to maintain a focus on writer identity in the analysis, Clark and Ivanič’s (1997) selves were identified through this analysis. In addition, the texts were analyzed for use of Casanave’s (2002) writing game strategies, in order to further establish the students’ approaches in writing their texts. The objective was not to generalize about how Japanese students learn to write academic English, but rather to provide, from a social constructivist, Western researcher’s perspective, an analysis of what happened in these students’ writing classes and how it affected their writing for those classes.  Teachers’ general practices in the observed courses mainly focused on two aspects of writing: 1) as a communicative act (writing for a reader), and 2) as an exercise in critical thinking (developing a thesis). These two aspects emerged from the observation and interview data collection. The four teachers used very different approaches in designing their courses, and the students in the same classes responded in different ways, mostly depending on their ability to understand their teachers’ intentions and to form appropriate academic identities in an attempt to meet their teachers’ expectations. The analysis of the students’ written texts revealed that students often did not meet the teachers’ expectations of writing objectively and using a genre-appropriate voice as students often resorted to the same authorial voice to push their thesis.  This investigation was designed to inform pedagogic practices for university teachers of academic English and curriculum designers in Japan to establish effective English writing courses. The rich description of classroom practices and resulting written texts and the focus on differences in cultural expectations between teachers and students provide significant contributions to this area of inquiry. The main pedagogical suggestions are standardizing course objectives and goals, assigning more reading as a part of writing, and teaching students how to write authoritatively.</p>

The impact of automated feedback on L2 learners’ written causal explanations

ReCALL ◽  
2018 ◽  
Vol 31 (2) ◽  
pp. 189-203 ◽  
Author(s):  
Aysel Saricaoglu
Keyword(s):  
Academic Writing ◽  
Evaluation System ◽  
Rank Test ◽  
Causal Explanations ◽  
Writing Evaluation ◽  
Cause And Effect ◽  
Specific Feedback ◽  
Signed Rank Test ◽  
Automated Feedback ◽  
The Impact

AbstractEven though current technologies allow for automated feedback, evaluating content and generating discourse-specific feedback is still a challenge for automated systems, which explains the gap in research investigating the effect of such feedback. This study explores the impact of automated formative feedback on the improvement of English as a second language (ESL) learners’ written causal explanations within two cause-and-effect essays and across pre- and post-tests. Pre- and post-test drafts, feedback reports for first and revised drafts from the automated writing evaluation system, and screen-capturing videos collected from 31 students enrolled in two sections of an advanced-low-level academic writing class were analyzed through descriptive statistics and the Wilcoxon signed-rank test. Findings revealed statistically significant changes in learners’ causal explanations within one cause-and-effect essay while no significant improvement was observed across pre- and post-tests. The findings of this study offer not only insights into how to further improve automated discourse-specific feedback but also pedagogical implications for better learning outcomes.

scholarly journals Transitivity Structure of Research Articles: Variations across Sections

2021 ◽  
Vol 14 (8) ◽  
pp. 8
Author(s):  
Xindi Zheng
Keyword(s):  
Academic Writing ◽  
Applied Linguistics ◽  
Academic Discourse ◽  
Meaning Construction ◽  
Research Articles ◽  
Writing Courses ◽  
Experiential Meaning

This study investigates the transitivity structure of research articles and examines the variations of process types across sections, aiming to explore experiential meaning construction in academic discourse. The corpus for this study consists of ten applied linguistics research articles published from 2018 to 2020 in the top journals of the discipline. Features of the transitivity structure of the whole research articles are presented. The distribution of different process types is also examined in relation to the rhetorical purposes and stylistic features of the abstract, introduction, method, results and discussion, and conclusion sections. The findings reveal that transitivity structure could largely reflect the stylistic features of research articles, which are characterized as being informative and objective as well as interpersonal. Results also show that the distribution of process types may contribute to the regularity manifestation and purpose fulfillment of distinctive sections. This study has implications for both academic writers and academic writing courses.&nbsp; &nbsp;

Redesigning Prediction Algorithms for At-Risk Students in Higher Education

2019 ◽  
pp. 232-250 ◽  
Author(s):  
Dennis Foung
Keyword(s):  
Higher Education ◽  
At Risk ◽  
Logistic Regression ◽  
Academic Writing ◽  
Industry 4.0 ◽  
Classification Tree ◽  
At Risk Students ◽  
Higher Education Administrators ◽  
Writing Courses ◽  
Education Administrators

Use of algorithms and data mining approaches are not new to Industry 4.0. However, these may not be common for students and educators in higher education. This chapter compares various classification techniques: classification tree, logistic regression, and artificial neural networks (ANN). The comparison focuses on each method's accuracy, algorithm, and practicality in higher education. This study made use of a dataset from two academic writing courses in a university in Hong Kong with more than 5,000 records. Results suggest that classification trees and logistic regression can be easily used in the higher education context, but ANN may not be applicable in higher educational settings. The research team suggests that higher education administrators take this research forward and design platforms to realize these classification algorithms to predict at-risk students.

scholarly journals Performance, Interaction, and Satisfaction of Graduate EAP Students in a Face-to-Face and an Online Class: A Comparative Analysis

2019 ◽  
Vol 36 (3) ◽  
pp. 132-153
Author(s):  
Dmitri Stanchevici ◽  
Megan Siczek
Keyword(s):  
International Students ◽  
Student Satisfaction ◽  
Learning Community ◽  
Academic Writing ◽  
Online Courses ◽  
Comparative Case Study ◽  
Computer Assisted ◽  
American University ◽  
Writing Courses ◽  
Face To Face

Before arriving in a host country, international students may be motivated to complete some institutional requirements online. Many studies address computer-assisted instruction for second-language students, but few focus on fully online English for Academic Purposes (EAP) writing courses. This comparative case study, grounded in action research, examined the extent to which a fully online version of a graduate-level EAP course offered to international students at a North American university achieved comparable outcomes to a face-to-face version. A quantitative and qualitative analysis of study participants’ performance and course evaluations indicated that the outcomes and student satisfaction of both cohorts were comparable. However, an examination of the participants’ final research papers and online interactions revealed differences and challenges. Based on these findings, it is recommended that future online courses provide more instruction on source integration, library research, and building an interactive learning community. Overall, the findings suggest that when carefully designed, assessed, and refined, fully online courses hold strong promise in EAP academic writing contexts. Les étudiantes et étudiants internationaux tiennent parfois à remplir certaines exigences institutionnelles en ligne avant de se rendre dans leur pays d’accueil. L’enseignement assisté par ordinateur pour les apprenantes et apprenants d’anglais langue seconde fait l’objet de nombreuses études, mais peu d’entre elles portent sur des cours d’écriture d’anglais académique (EAP) complètement dispensés en ligne. Entièrement basée sur la recherche-action, la présente étude de cas comparative fait état du degré de comparabilité des résultats d’un cours d’anglais académique de deuxième cycle complètement présenté en ligne à des étudiantes et étudiants internationaux inscrits à une université nord-américaine et des résultats obtenus lorsque le même cours était dispensé en personne. Une analyse quantitative et qualitative des rendements des participantes et participants et du cours lui-même a indiqué que les résultats et le degré de satisfaction des étudiantes et étudiants des deux cohortes se valaient. L’examen des rapports de recherche finaux des participantes et participants et celui des interactions en ligne ont toutefois révélé des écarts et des défis. Sur la base de ces constatations, il est recommandé que les futurs cours en ligne fournissent davantage d’instructions sur l’intégration des sources, sur les recherches en bibliothèque et sur la construction d’une communauté d’apprentissage interactif. Dans l’ensemble, les constatations de l’étude suggèrent que, s’ils sont soigneusement conçus, évalués et peaufinés, les cours complètement dispensés en ligne sont très prometteurs dans des contextes d’écriture en anglais académique.

scholarly journals “Beautifying the Beast”: Customising Online Instruction in a Writing Course for Jamaican Tertiary-level Students

2013 ◽  
pp. 157-174
Author(s):  
Michelle Stewart-McKoy
Keyword(s):  
Academic Writing ◽  
Online Instruction ◽  
Tertiary Level ◽  
Research Approach ◽  
Student Interest ◽  
Self Directed Learning ◽  
Design Based Research ◽  
Writing Courses ◽  
Writing Course ◽  
Directed Learning

This paper describes an on-going project which uses a design-based research approach in the design and development of customised online instruction for Jamaican tertiary-level students pursuing academic writing courses. The customisation of the academic writing content for online consumption is meant to spark student interest, prolong their online engagement and facilitate self-directed learning. This manuscript provides an overview of the four phases and describes in detail the processes and procedures involved in the completion of phases one and two of the research and the plans for implementation and evaluation of phases three and four.

scholarly journals Using Simulations in Teaching Research Academic Writing Course

2020 ◽  
Vol 26 (4) ◽  
pp. 68-75
Author(s):  
Ye. V. Luganskaya
Keyword(s):  
Academic Writing ◽  
Simulation Games ◽  
University Of Maryland ◽  
Writing Courses ◽  
Classroom Activities ◽  
Writing Course ◽  
Teaching Research ◽  
Before And After ◽  
Positive Learning Environment ◽  
Dual Degree

The article focuses on teaching research academic writing to undergraduates taking a Russian-American dual-degree program offered by Baikal International Business School and its partner University of Maryland Global Campus. As the American program is online, writing courses are mandatory. Being the final course in the writing module, research academic writing is challenging not only for students but also for the instructor. This makes the teacher look for new ways to improve the quality of teaching and to motivate undergraduates. The paper describes action research aiming at introducing simulation games in research academic writing course to engage students in classroom activities, vary practical assignments, and make classes more interactive. Using observation, student questionnaires and interviews, the author compares her class atmosphere and student involvement before and after the intervention. As a result of her research, the author comes to the conclusion that simulation activities, besides other advantages, can be successfully used for teaching academic writing since they increase motivation and student engagement creating a positive learning environment. Moreover, pair or group work can minimize difficulties, which helps to better understand the material. Furthermore, simulation activities have a practical value enabling students to develop skills and competences vital for future managers. Also the paper offers simulation activities developed for the course which are given in the appendices

scholarly journals EXPLORING ACADEMIC WRITING WITH GRICE

2019 ◽  
pp. 365
Author(s):  
Mark Wyatt ◽  
Roger Nunn
Keyword(s):  
Language Learning ◽  
Academic Writing ◽  
Middle Eastern ◽  
Course Development ◽  
Writing Courses ◽  
Holistic Understanding ◽  
Gricean Maxims ◽  
Group A

While the organization of most academic writing courses around the introduction and practice of discrete linguistic elements might suit those learners who adopt a more atomistic approach to language learning, this approach might not be so appropriate for those learners searching for a more holistic understanding. For the latter group, a course centered on a pragmatic view of discourse, and drawing on Gricean maxims, which can provide a framework within which features of genre-specific academic writing can be explored, might be appropriate. Such courses remain rare. Where they are provided, they might be evaluated with the help of students’ reflections on their learning, which can provide insights that facilitate subsequent course development. Set in a largely curriculum-free Middle Eastern university context in which Gricean maxims had been previously employed in the teaching of academic writing, this study reports on one such course developed through negotiation with students. It analyses students’ reflections on which aspects of the input they had found most salient and why. Benefits of the course, in terms of students’ awareness of how their conceptions of academic writing had developed through critically evaluating a chosen text using Gricean maxims as a framework, are highlighted.

scholarly journals Saudi Arabia EFL university students’ voice on challenges and solution in learning academic writing

2019 ◽  
Vol 8 (3) ◽  
pp. 576 ◽  
Author(s):  
Mohammed Abdullah Alharbi
Keyword(s):  
Foreign Language ◽  
Undergraduate Students ◽  
Academic Writing ◽  
The Self ◽  
Self Report ◽  
Efl Writing ◽  
Writing Courses ◽  
Writing Improvement ◽  
Writing Course ◽  
Before And After

The present study aims to investigate the difficulties faced by 74 English as a foreign language (EFL) undergraduate students in developing a well-written paragraph in academic writing by designing a writing course based on the students’ voices. The self-report survey (5-point Likert scale) was used as the pre- and post-questionnaire, and pre- and the post-tests task was used to track students’ writing improvement before and after taking a writing course. Pre-questionnaire and pre-tests showed that participants had difficulties in using the mechanics of writing (punctuation, spelling, grammar, topic sentences, and supporting sentences). The majority of the students’ responses in the post-survey shows that they believed their writing improved and encountered fewer difficulties in writing as compared to their views in the pre-questionnaire. The result of the post-tests indicates improvements in students’ writing samples. The study concludes that EFL writing courses should be designed on the basis of challenges faced by the students in order to get the best outcome from the course.

Iranian doctoral students’ perceptions of publication in English

2019 ◽  
Vol 11 (4) ◽  
pp. 941-954 ◽  
Author(s):  
Saeed Rezaei ◽  
Haniye Seyri
Keyword(s):  
Doctoral Students ◽  
Academic Writing ◽  
Evaluation System ◽  
English For Academic Purposes ◽  
Science And Engineering ◽  
Content Type ◽  
Qualitative Nature ◽  
English Speaking ◽  
Practical Implications

Purpose The purpose of this paper is to investigate the English for publication purpose practices of doctoral students in Iran. The overall objective was to explore their motives, hurdles and strategies in academic writing. Design/methodology/approach This case study draws on a narrative inquiry to explore nine science and engineering doctoral students’ perceptions of academic publication. The data were analyzed through a hybrid process of inductive and deductive thematic analysis. Findings The qualitative results showed three dominant themes, namely: motives for publication, hurdles to publication and strategies for dealing with these challenges were extracted. The main sources of motives were students’ desire to publish their works for their graduation, improve their resume, satiate the universities’ evaluation system, and finally share their knowledge worldwide. Their hurdles included: political reasons, language-related problems, center-periphery priorities and the lack of academic writing instruction. In order to overcome these hurdles, the participants employed some strategies in academic writing. Research limitations/implications Due to qualitative nature of this study, only nine PhD students were recruited and therefore the research results are not intended to render generalizability. Besides, only narratives were employed to collect the required data. Future researchers can use surveys to collect more data. Practical implications The findings are discussed within English for academic purposes discourse and some recommendations are provided to alleviate the plights of non-native-English-speaking academic writers. Originality/value The methodology and the higher education context in which this paper was conducted are new to the literature.

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