scholarly journals Motivation to English Academic Writing: Chinese Students’ Literacy Autobiography

2019 ◽  
Vol 9 (5) ◽  
pp. 530 ◽  
Author(s):  
Yamin Qian
Keyword(s):  
Critical Discourse Analysis ◽  
Academic Writing ◽  
English Language ◽  
Literacy Practices ◽  
Border Crossing ◽  
Writing Classes ◽  
A Site ◽  
English Academic Writing ◽  
L1 And L2 ◽  
Writing Chinese

This study looks at literacy as a site of power in which some forms of literacy practices have more power. Such power relations is even more complicated in English as a foreign language context, where school literacy, family literacy, and English language come into the picture. Many studies have explored different research methods to examine language learners’ voices in literacy practices, while literacy autobiography (LA) is not frequently used. LA is a reflective, first-person narrative of personal engagement in literacy practices. Through the LAs from a group of third-year university students in China, this qualitative case study examines motivation to in-school writing in general, their L1 and L2 in- and out-of-school writing experiences in particular. The main dataset includes 25 participants’ LAs; critical discourse analysis was used for data analysis. The findings suggest that their motivation to English academic writing is closely intertwined with their L1 academic writing, that it is the pedagogies employed in both L1 and L2 in-school writing that has affected their engagement, and that EFL students’ border-crossing experiences between both temporal and spatial spaces have shaped their engagement in writing. More important, demotivated students are not necessarily slow students in writing classes.

scholarly journals ESSENTIAL FEATURES OF EFFECTIVE ACADEMIC WRITING IN ENGLISH

2021 ◽  
Vol 25 (1-2) ◽  
pp. 41-43
Author(s):  
Yu.V. Lysanets ◽  
O.M. Bieliaieva ◽  
L.B. Slipchenko ◽  
K.H. Havrylieva ◽  
H.Yu. Morokhovets
Keyword(s):  
Academic Writing ◽  
English Language ◽  
Mother Tongue ◽  
Poor Quality ◽  
Professional Communication ◽  
Academic Standards ◽  
Medical Setting ◽  
British Council ◽  
Academic Communication ◽  
English Academic Writing

The article discusses the features of academic writing in English based on the recommendations from the British Council in Ukraine in the framework of the “Researcher Connect” project, aiming to facilitate the transition to academic standards of English and improve the academic discourse produced by non-native language users. The authors outline major tendencies in the modern English language as pertains to written discourse and provide recommendations for rendering academic writing persuasive. It is a well-established fact that academic writing in English possesses unique features, which must be respected and taken into account. Hence, a transfer of academic norms from a person's mother tongue to English can be a challenge, which may impair the quality of academic writing. Presenting the research results without consideration of academic norms, grammar, and lexical features of English academic writing can lead to mistakes and misunderstanding, and result in a written work of poor quality, even if the research findings are valid. The mechanisms of improving the academic writing skills during the study of English for Academic Communication with due account for relevant grammar and lexical peculiarities have been explored. Therefore, the major challenge for researchers is the difficulty in transition to academic standards of a foreign language. The article discusses the surface and the deeper purposes in any academic writing; the significance of understanding one’s audience; the concepts of persuasion, clarity, and conciseness, as well as grammar and lexical means for achieving them. Developing the communication skills of Ukrainian scientists is crucial for successful international communication and cooperation. The study of potential difficulties, which the Ukrainian medical professionals may face in the process of academic writing in English, is important for developing the guidelines to eliminate possible mistakes and avoid misunderstanding in a medical setting. Further study of the peculiarities of academic writing in English will contribute to the optimization of international professional communication, the expansion of inter-institutional dialogue, and the integration of Ukraine into the world community.

scholarly journals Using Rubrics in A University EFL Process Writing Program: An Exploratory Case Study

2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Yamin Qian
Keyword(s):  
Language Proficiency ◽  
Academic Writing ◽  
English Language ◽  
Writing Process ◽  
Writing Programs ◽  
Data Set ◽  
Writing Classes ◽  
Peer Reviews ◽  
Reflection Data ◽  
Student Cohorts

While rubrics have been widely recognized as an effective instructional tool for teachers to evaluate students’ writing products, fewer studies explored how students use it for their writing process in an EFL university academic writing classes. This study explores the application of process-oriented rubrics in two EFL writing programs, and investigates whether English language proficiency, motivation to writing, and their previous experiences with writing programs would significantly affect the use of the rubrics. The participants (N=190) were from two student cohorts, each of which had 95 participants. The data set includes students’ self-, peer- use and the instructor’s use of the rubrics, and students’ written reflection upon peer feedbacks. The data showed that the rubrics can guide students to practice a writing process, and that the 20-item rubric was statistically reliable.  The data of rubrics also showed that the participants were more critical on their peers’ writing, and the reflection data showed students’ awareness of revision strategies. The qualitative data seemed to suggest that peer reviews and reflections upon such reviews could enhance students' revision strategies. This article will conclude itself by providing some pedagogical suggestions in EFL contexts

scholarly journals A Discourse Analysis: Cohesion of the Introduction Section of Research Article

2019 ◽  
Vol 4 (1) ◽  
pp. 1
Author(s):  
Anis Firdatul Rochma ◽  
Sulis Triyono
Keyword(s):  
Undergraduate Students ◽  
Academic Writing ◽  
English Language ◽  
English Language Teaching ◽  
Research Articles ◽  
Semantic Meaning ◽  
Lexical Cohesion ◽  
Research Article ◽  
English Academic Writing ◽  
Writing Competence

<em>As an effort to give contribution to the existing knowledge, it is expected for the undergraduate students to compose an engaging research article in order to convince the readers about the importance of the research article. However, there is only a little attention given to the articles written by the undergraduate students although it is considered very critical to examine whether the exposure of English academic writing has significantly enhances the writing competence of the students. Furthermore, as it is also very crucial to build a meaningful semantic meaning among the sentences in order to disclose the worthiness of the research article, it is essential to analyze the cohesion of the research article written by the undergraduate students. Henceforth, the present research is projected to investigate the cohesion of the research articles written by the undergraduate students of English Language Teaching. As the introduction section of research article is likely to be an area to portray the logical explanation of the research, the present research solely focuses on examining the cohesion of the introduction section of research article. By adopting a qualitative design and involving several steps to analyze the introduction section, it is revealed that the grammatical cohesion is considered to be the most utilized type of cohesion in writing the introduction section. Still, the lexical cohesion is also necessary to build an eloquent semantic meaning about the topic as well the importance of the research article.</em>

scholarly journals A Nested Model of Academic Writing Approaches: Chinese International Graduate Students’ Views of English Academic Writing

2011 ◽  
Vol 13 (1) ◽  
pp. 39 ◽  
Author(s):  
Zheng Zhang
Keyword(s):  
Academic Writing ◽  
Study Skills ◽  
Literacy Practices ◽  
Academic Socialization ◽  
International Graduate Students ◽  
Academic Literacies ◽  
Nested Model ◽  
International Graduate ◽  
English Academic Writing ◽  
Different Cultures

Adopting Lea and Street’s (1998) three models of academic writing (i.e., the study skills, academic socialization, and academic literacies), this qualitative study explored 10 Chinese international graduate (CIG) students’ perceptions of differing literacy practices in a different academic milieu and in various disciplines at a Canadian university. The findings reveal how different epistemologies in different cultures and disciplines have impacted these CIG students’ English academic writing. This paper acknowledges the limitations of the exclusive use of skills study and academic socialisation orientations in writing support for international students. It recommends a nested model of writing support, which is more inclusive and transformative in nature.

scholarly journals STUDENTS’ PERCEPTIONS TOWARD THE EFFECTIVENESS OF COLLABORATIVE BRAINSTORMING IN ACADEMIC WRITING CLASSES

2020 ◽  
Vol 1 (2) ◽  
Author(s):  
Listyani - Listyani
Keyword(s):  
21St Century ◽  
Academic Writing ◽  
21St Century Skills ◽  
English Language ◽  
Classroom Interaction ◽  
Language Education ◽  
Structured Interviews ◽  
Group Discussions ◽  
English Language Education ◽  
Writing Classes

The 21st century skills include collaboration and teamwork, creativity and imagination, critical thinking, and problem solving. In writing  classes collaborative brainstorming is one of many activities that can be conducted by teachers to help students develop their 21st century skills. It is because collaborative brainstorming makes students think critically, creative, work better in a group, and solve problems collaboratively. This study investigated students’ perceptions on the use of collaborative brainstorming in Academic Writing classes and its effectiveness in the students’ eyes in writing. The participants of this study were 33 English Language Education Program (ELEP) students who were taking Academic Writing class. The data were analyzed qualitatively, supported by open ended questionnaires and semi-structured interviews. The results of the data analysis exposed to prove that collaborative brainstorming helps students in Academic Writing projects. Finally, this study indicates the importance of classroom interaction during classroom learning activities. This study also suggests a strategy to overcome students minor participation during group discussions. The 21st century skills include collaboration and teamwork, creativity and imagination, critical thinking, and problem solving. In writing  classes collaborative brainstorming is one of many activities that can be conducted by teachers to help students develop their 21st century skills. It is because collaborative brainstorming makes students think critically, creative, work better in a group, and solve problems collaboratively. This study investigated students’ perceptions on the use of collaborative brainstorming in Academic Writing classes and its effectiveness in the students’ eyes in writing. The participants of this study were 33 English Language Education Program (ELEP) students who were taking Academic Writing class. The data were analyzed qualitatively, supported by open ended questionnaires and semi-structured interviews. The results of the data analysis exposed to prove that collaborative brainstorming helps students in Academic Writing projects. Finally, this study indicates the importance of classroom interaction during classroom learning activities. This study also suggests a strategy to overcome students minor participation during group discussions.

scholarly journals The Relationship between Intrinsic/Extrinsic Motivation and Medical Students’ L2 Writing

2017 ◽  
Vol 20 (4) ◽  
pp. 71-81
Author(s):  
Sepideh Nourinezhad ◽  
Nasrin Shokrpour ◽  
Zahra Shahsavar
Keyword(s):  
Medical Students ◽  
Intrinsic Motivation ◽  
Academic Writing ◽  
Extrinsic Motivation ◽  
English Language ◽  
L2 Writing ◽  
Learning Skill ◽  
Key Factor ◽  
English Academic Writing ◽  
The Relationship

Despite the increasing interest in the need to increase the students’ learning motivation, there have been few attempts to determine the relationship between the students’ motivation and their L2 writing skill.The present study aimed at investigating the effect of extrinsic and intrinsic motivation on Iranian medical students’ L2 writing. 100 EFL medical students (both males and females) who had enrolled in an English academic writing course held in English Language Department of Shiraz University of Medical Sciences participated in this study.We used a questionnaire to classify the students’ extrinsic/intrinsic motivation. The results showed that the students’ motivation has a positive effect on their writing. Moreover, students with intrinsic motivation were more successful than those with extrinsic motivation in L2 writing. This study can provide the instructors with an in-depth understanding of motivation as a key factor which can improve the students’ writing. Understanding different types of students’ motivation and what promotes their learning skill can assist the teachers in fostering positive and realistic beliefs to maximize their teaching in an educational setting.

scholarly journals Students’ Perspectives on Academic Writing in European Higher Education (Based on 2019 Erasmus Teaching Experience in Slovak and Hungarian University)

2020 ◽  
Vol 12 (4) ◽  
pp. 87-102
Author(s):  
Olena Hundarenko ◽  
Keyword(s):  
Academic Writing ◽  
English Language ◽  
Teaching Experience ◽  
English Language Acquisition ◽  
Writing Assignments ◽  
Advantages And Disadvantages ◽  
European Universities ◽  
Writing Instructions ◽  
English Academic Writing ◽  
The University

Although studies on the approaches and methods of teaching Academic Writing in university classroom are extensive, comparative studies on students’ evaluation of the classroom strategies and techniques applied are still scant. Therefore, this research implies a quantitative study based on comparative analysis of Slovak and Hungarian EFL learners’ responses on a special questionnaire in English Academic Writing. The objective of the study was to explore senior university students’ attitude to the academic writing tasks, specificity of a writing program at the university, its advantages and disadvantages; to evaluate their own writing abilities and provide recommendations concerning feedback and writing instructions in class along with the ways of their improvement. It accords to the area of study on effective writing assignments, techniques and methods involved in everyday practice in Central European universities, which can make academic writing both a productive and joyful tool in English language acquisition process.

scholarly journals Revisiting Proofreading in Higher Education: Toward an Institutional Response to Editors Canada’s Guidelines for Ethical Editing of Student Texts

2019 ◽  
Vol 36 (1) ◽  
pp. 172-183 ◽  
Author(s):  
Nina Conrad
Keyword(s):  
Graduate Students ◽  
Academic Writing ◽  
English Language ◽  
Written Texts ◽  
Writing Students ◽  
University Instructors ◽  
Premier Cycle ◽  
New Guidelines ◽  
A Site ◽  
First Time

Anglosphere universities are a site of growing concern about students’ use of professional English language editing and proofreading services for the correction of academic writing. Students’ use of such services raises issues of ethics and academic integrity as well as fundamental questions about how value is allotted to the labour involved in producing written texts and providing writing instruction. In addition, the term proofreading is ambiguous, obscuring the extent to which proofreaders intervene in students’ written texts. Although much attention has been focused on graduate students’ use of proofreading services, there is growing recognition that some undergraduates receive proofreading as well. In response to these issues, Editors Canada (2018) has recently released new guidelines for ethical editing of student texts that, for the first time, delineate standards for professional editing of both undergraduate and graduate students’ writing. These guidelines are effective in clarifying acceptable practices for editors, students, and university instructors, yet they apply only to students who seek proofreading from an Editors Canada affiliate. This essay summarizes key considerations in the proofreading debate with the aim of encouraging the development of clearer institutional and classroom policies on proofreading that will complement the Editors Canada guidelines and apply to all students. Les universités de l’anglosphère s’inquiètent de plus en plus de l’utilisation que font les étudiants et étudiantes de services professionnels de révision et de correction pour leurs textes académiques de langue anglaise. Le recours à de tels services de la part des étudiants soulève  des questions d’éthique et d’intégrité académique en plus de questionnements fondamentaux sur l’attribution de la valeur accordée au travail exigé pour la production de textes écrits et l’enseignement de l’écriture. Qui plus est, le terme de correction est ambigu puisqu’il ne permet pas de déterminer dans quelle mesure les correcteurs interviennent dans les textes écrits des étudiants. Si on accorde une attention grandissante au recours des étudiants de cycle supérieur aux services de correction, on reconnaît de plus en plus que certains étudiants de premier cycle y font appel eux aussi. En réponse à ces questions, Réviseurs Canada (2018) a récemment publié de nouvelles directives pour la révision éthique de textes rédigés par des étudiants qui délimitent pour la première fois les normes applicables à la révision professionnelle de textes d’étudiants de premier cycle et de cycle supérieur. Ces normes définissent clairement les pratiques acceptables chez les réviseurs, les étudiants, et les enseignants universitaires, mais elles s’appliquent uniquement aux étudiants qui recourent à des services de correction de texte affiliés à Réviseurs Canada. Le présent essai résume les principales considérations du débat sur la correction de texte dans le but de permettre d’offrir aux établissements et aux salles de classe des politiques de correction plus claires susceptibles de compléter les directives de Réviseurs Canada et de s’appliquer à l’ensemble de la population étudiante.

Grammar Mistakes in English Written Academic Discourse

2021 ◽  
Vol 12 (4) ◽  
Author(s):  
I Bakhov ◽  
◽  
L Lozynska ◽  
A Alyeva ◽  
◽  
...  
Keyword(s):  
Academic Writing ◽  
English Language ◽  
Academic Discourse ◽  
Sentence Structure ◽  
Modern Information Technology ◽  
Frequent Use ◽  
Grammatical Errors ◽  
Grammatical Error ◽  
The Right ◽  
English Academic Writing

Abstract. Grammar is an important component of written academic discourse. Knowing the grammatical basis of a sentence avoids grammatical errors. The purpose of the study is to reveal the peculiarities of making grammatical errors in English-language written academic discourse. Results of research. As practice shows, most often in English-language written academic discourse the following grammatical errors occur: errors that occur in the process of matching the subject and predicate in a sentence; errors that occur when using the right time in verbs and / or adverbs; errors that occur in the use of articles. The reasons for non-compliance with the requirements for the use of articles are: the use of the noun "author (s)" without the specified article; use of the specified article "the" without grounds; frequent neglect of the inability to use a computable noun in the singular without an article. Regarding the incorrect use of prepositions, in the phrase "practical research is aimed at the system" the preposition "at" should be used instead of the preposition "to". A grammatical error, which consists in using the adjective "own" without a possessive pronoun, occurs in the following phrases: "the search for directions of own activity", "formation of own strategy of activity". Grammatical error related to non-compliance with the requirements for the use of specific and temporal forms of the verb: in today's conditions, in order to solve personal problems, some people use illegal acts. There are cases when in the translation of the English text instead of the noun complex definitions or a number of such definitions are used. An example of incorrect construction of a sentence structure is the expression of a predicate in a sentence in the passive form of a verb. A compound noun is not used in English. In English, the error is quite common when the infinitive is used after the verb "allow". Also a grammatical error is the frequent use of the noun "readiness" in articles of psychological and pedagogical direction. According to the results of the research, the peculiarities of grammatical errors in the English-language written academic discourse are revealed; features of English-language written academic discourse in the context of the analysis of the programs of educational disciplines developed by the leading institutions of higher education of Ukraine are considered; the parameters according to which the evaluation of academic written texts is carried out are revealed; features of English-language academic writing are analyzed. It is noted that as an option to avoid grammatical errors in English written academic discourse, you need to use modern information technology, including programs to check English academic writing for grammatical errors. Based on the results obtained during the study, the prospects for further research are seen in a comprehensive study of the features of English-language academic discourse.

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