Developing a computer-assisted writing system to solve phraseological problems for Chinese graduate students’ academic writing

2022 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Zhongliang Zhan ◽  
Xiuhai Zhang ◽  
Tong Zhao
Keyword(s):  
Graduate Students ◽  
Academic Writing ◽  
Computer Assisted ◽  
Writing System ◽  
Chinese Graduate Students

scholarly journals Chinese graduate students’ translanguaging practice in the context of academic writing in English

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Xuezi Zhang ◽  
Xenia Hadjioannou
Keyword(s):  
Graduate Students ◽  
Academic Writing ◽  
Perceived Barriers ◽  
English Writing ◽  
Study Approach ◽  
Chinese Graduate Students ◽  
Literacy Knowledge ◽  
Negative Perceptions ◽  
English Academic Writing

Abstract This study explores the complexity of the languaging processes of Chinese graduate students in the context of their English academic writing. Utilizing a qualitative case study approach, we found that translanguaging was ubiquitously present in the writing processes of the Chinese graduate student participants. The participants leveraged translanguaging tools and strategies to support their English writing by accessing and utilizing resources in Chinese, using Chinese to support thinking and drafting, and integrating literacy knowledge across their linguistic repertoires. However, negative perceptions of these practices contributed to ambivalent bilingual identities and hindered them as writers. Findings also revealed perceived barriers and process hindrances that challenged the participants when composing academic text in English. The study highlights the importance of creating translanguaging spaces to support international students in higher education, but also the need to provide instruction in academic writing to support their academic performance.

Computer-Assisted Instruction in Reducing Errors in Scoring of the WISC—III

1999 ◽  
Vol 85 (3) ◽  
pp. 825-833
Author(s):  
Cathy W. Hall
Keyword(s):  
Graduate Students ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Initial Training ◽  
Software Simulation ◽  
Correct Assignment ◽  
Classroom Training ◽  
Assisted Instruction ◽  
Do So

The current study assessed the effectiveness of interactive computer-assisted instruction software in reducing subsequent errors in scoring the WISC–III. Errors in scoring from 84 protocols of graduate students presented with this software simulation as part of their initial training were compared with errors in scoring from 77 protocols of graduate students without such training. These were different sets of students matched for amount of training and differing in having the training component. Protocols from the former group contained significantly fewer errors of correct assignment of points, failure to question when specified to do so, and over-all total number of errors. Mechanical errors, conversion errors, and errors establishing correct starting and stopping points (basal and ceiling points) were not significant. The results support the effectiveness of computer-assisted instruction when used in conjunction with classroom training.

scholarly journals Writing Gravity: International Female Graduate Students’ Academic Writing Experiences

2018 ◽  
Vol 8 (4) ◽  
Author(s):  
Abir Aly Eldaba ◽  
Janet Kesterson Isbell
Keyword(s):  
International Students ◽  
Graduate Students ◽  
Academic Writing ◽  
Second Language Writing ◽  
Ways Of Knowing ◽  
Critical Study ◽  
Graduate Degree ◽  
Writing Assignments ◽  
Marginalized Groups ◽  
Language Writing

In a critical study, researchers explored academic writing experiences of three international female graduate students at a southern U.S. university in order to understand their perspectives of themselves as writers across cultures, their experiences with academic writing, and their coping strategies for academic writing assignments. Findings revealed participants’ challenges and self-doubts about second-language writing abilities. Participants both challenged disconfirmation of their writing and at times were submissive as they negotiated a graduate degree program. The study demonstrates need for universities to recognize marginalized groups’ knowledge and ways of knowing and to create spaces to discuss new possibilities for academic writing experiences among international students.

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