Credibility and Accountability in Academic Discourse: Increasing the Awareness of Ghanaian Graduate Students

Hedging expression is considered an important interactional metadiscourse device which shows the writer’s/speaker’s degree of confidence in the truth of a proposition and his/her attitude to the readers or listeners in academic discourse. Although considerable research on hedges has been undertaken, there have been virtually no studies on hedges in spoken discourse in educational contexts. To fill this gap, this study aims at describing and comparing the use of hedges by Indonesian ELT students in written and spoken discourses. This study is descriptive qualitative in nature. The research subjects were 20 ELT graduate students registered in 2015 at a state university in East Java, Indonesia. The sources of data were the students’ thesis proposals and thesis proposal presentations, particularly the ‘background of the study’ section. As such, the study used a corpus-based approach which utilized concordance software, i.e. AntConc (3.4.4), to examine the frequency of hedges based on types. The use of hedges was categorized on the basis of hedges taxonomy adapted from Salager-Meyer (1994) and Hyland (2005). The findings of this study revealed that (i) in terms of types and frequency, the patterns of the use of hedges types (from the most to the least frequently used) by ELT students in both corpora were almost similar: WD: S–Ap–Em–Ex–Ch, and SD: S–Ap–Ex–Em–Ch (see Table 2 for legends); (ii) ELT students employed more hedges in written discourse than in spoken discourse; and (iii) approximately 65% of hedges variants provided in the taxonomy were employed by ELT students in written and spoken discourses. On the basis of the results of the study, the discourse mode (written or spoken) can be a factor that affects the use of hedges in academic discourse.

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The academic discourse socialisation challenges and coping strategies of international graduate students entering English-medium universities

System ◽

10.1016/j.system.2018.09.001 ◽

2018 ◽

Vol 78 ◽

pp. 186-200 ◽

Cited By ~ 2

Author(s):

Rosemary Wette ◽

Clare Furneaux

Keyword(s):

Graduate Students ◽

Coping Strategies ◽

Academic Discourse ◽

International Graduate Students ◽

International Graduate ◽

And Coping

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Credibility and Accountability in Academic Discourse: Increasing the Awareness of Ghanaian Graduate Students

Practice and Theory in Systems of Education ◽

10.1515/ptse-2015-0021 ◽

2015 ◽

Vol 10 (3) ◽

pp. 227-244

Author(s):

Gordon S. K. Adika

Keyword(s):

Graduate Students ◽

Academic Writing ◽

Academic Discourse ◽

Social Constructionist ◽

Scholarly Writing ◽

Communicative Practices ◽

The University ◽

University Of Ghana ◽

Academic Discourses ◽

Selection Of

AbstractDrawing from a social constructionist perspective to written scholarly communication, this paper argues that training in academic writing for students in higher education especially in second language contexts should go beyond emphasis on grammatical correctness and paragraphing strategies, and also focus on the rhetorical character of academic discourse together with the mastery of its communicative protocols. Using the University of Ghana as a reference point, the paper reviews a selection of Ghanaian graduate students’ awareness of the protocols that govern academic discourses in scholarly writing, and in consideration of their unique educational and socio-cultural circumstances, the paper proposes strategies, from the pedagogical and institutional standpoints, aimed at increasing students’ awareness of the relevant communicative practices that engender credibility and accountability.

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Contrasting interest profiles of dental educators, practicing dentists, and graduate students

Journal of Dental Education ◽

10.1002/j.0022-0337.1976.40.4.tb00965.x ◽

1976 ◽

Vol 40 (4) ◽

pp. 215-218 ◽

Cited By ~ 1

Author(s):

MJ Loupe ◽

LH Meskin ◽

JM Proshek

Keyword(s):

Graduate Students

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Enhancing Clinical Supervision Using High-Definition Real-Time Digital Recording, Annotation, and Bluetooth Technology

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2019_pers-sig11-2018-0020 ◽

2019 ◽

Vol 4 (2) ◽

pp. 356-362

Author(s):

Jennifer W. Means ◽

Casey McCaffrey

Keyword(s):

Graduate Students ◽

Data Collection ◽

Real Time ◽

Clinical Supervision ◽

Video Recording ◽

Advanced Technology ◽

High Definition ◽

Recording Technology ◽

Self Confidence ◽

Additional Data Collection

Purpose The use of real-time recording technology for clinical instruction allows student clinicians to more easily collect data, self-reflect, and move toward independence as supervisors continue to provide continuation of supportive methods. This article discusses how the use of high-definition real-time recording, Bluetooth technology, and embedded annotation may enhance the supervisory process. It also reports results of graduate students' perception of the benefits and satisfaction with the types of technology used. Method Survey data were collected from graduate students about their use and perceived benefits of advanced technology to support supervision during their 1st clinical experience. Results Survey results indicate that students found the use of their video recordings useful for self-evaluation, data collection, and therapy preparation. The students also perceived an increase in self-confidence through the use of the Bluetooth headsets as their supervisors could provide guidance and encouragement without interrupting the flow of their therapy sessions by entering the room to redirect them. Conclusions The use of video recording technology can provide opportunities for students to review: videos of prospective clients they will be treating, their treatment videos for self-assessment purposes, and for additional data collection. Bluetooth technology provides immediate communication between the clinical educator and the student. Students reported that the result of that communication can improve their self-confidence, perceived performance, and subsequent shift toward independence.

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Perception of Hearing Loss by Graduate Students of Speech-Language Pathology

Contemporary Issues in Communication Science and Disorders ◽

10.1044/cicsd_31_f_205 ◽

2004 ◽

Vol 31 (Fall) ◽

pp. 205-214

Author(s):

Mary Aguila-Vinson ◽

Jennifer Lister ◽

Theresa Hnath-Chisolm ◽

Patricia Blake-Rahter

Keyword(s):

Hearing Loss ◽

Graduate Students ◽

Speech Language Pathology ◽

Language Pathology

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Preliminary Findings on the Use of Session Questionnaires to Improve Clinician-Client Alliance With Special Consideration to Clinical Education

Perspectives on Administration and Supervision ◽

10.1044/aas25.1.50 ◽

2015 ◽

Vol 25 (1) ◽

pp. 50-60

Author(s):

Anu Subramanian

Keyword(s):

Graduate Students ◽

Clinical Education ◽

Clinical Decision Making ◽

Rating Scale ◽

Treatment Effectiveness ◽

Clinical Decision ◽

Added Value ◽

Therapeutic Outcomes ◽

Specific Feedback ◽

Stakeholder Perspective

ASHA's focus on evidence-based practice (EBP) includes the family/stakeholder perspective as an important tenet in clinical decision making. The common factors model for treatment effectiveness postulates that clinician-client alliance positively impacts therapeutic outcomes and may be the most important factor for success. One strategy to improve alliance between a client and clinician is the use of outcome questionnaires. In the current study, eight parents of toddlers who attended therapy sessions at a university clinic responded to a session outcome questionnaire that included both rating scale and descriptive questions. Six graduate students completed a survey that included a question about the utility of the questionnaire. Results indicated that the descriptive questions added value and information compared to using only the rating scale. The students were varied in their responses regarding the effectiveness of the questionnaire to increase their comfort with parents. Information gathered from the questionnaire allowed for specific feedback to graduate students to change behaviors and created opportunities for general discussions regarding effective therapy techniques. In addition, the responses generated conversations between the client and clinician focused on clients' concerns. Involving the stakeholder in identifying both effective and ineffective aspects of therapy has advantages for clinical practice and education.

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Effects of Using Mixed Reality With Coaching on the Interprofessional Communication Skills of Speech-Language Pathology Graduate Students

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2020_persp-20-00098 ◽

2021 ◽

pp. 1-21

Author(s):

Jacqueline A. Towson ◽

Matthew S. Taylor ◽

Diana L. Abarca ◽

Claire Donehower Paul ◽

Faith Ezekiel-Wilder

Keyword(s):

Graduate Students ◽

Self Efficacy ◽

Mixed Reality ◽

Role Play ◽

Speech Language Pathology ◽

Traditional Role ◽

Allied Health Professionals ◽

Interprofessional Communication ◽

Language Pathology ◽

The Individual

Purpose Communication between allied health professionals, teachers, and family members is a critical skill when addressing and providing for the individual needs of patients. Graduate students in speech-language pathology programs often have limited opportunities to practice these skills prior to or during externship placements. The purpose of this study was to research a mixed reality simulator as a viable option for speech-language pathology graduate students to practice interprofessional communication (IPC) skills delivering diagnostic information to different stakeholders compared to traditional role-play scenarios. Method Eighty graduate students ( N = 80) completing their third semester in one speech-language pathology program were randomly assigned to one of four conditions: mixed-reality simulation with and without coaching or role play with and without coaching. Data were collected on students' self-efficacy, IPC skills pre- and postintervention, and perceptions of the intervention. Results The students in the two coaching groups scored significantly higher than the students in the noncoaching groups on observed IPC skills. There were no significant differences in students' self-efficacy. Students' responses on social validity measures showed both interventions, including coaching, were acceptable and feasible. Conclusions Findings indicated that coaching paired with either mixed-reality simulation or role play are viable methods to target improvement of IPC skills for graduate students in speech-language pathology. These findings are particularly relevant given the recent approval for students to obtain clinical hours in simulated environments.

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