scholarly journals Academic writing anxiety among Chinese international postgraduates

2021 ◽  
Vol 6 ◽  
Author(s):  
Zhang Cancan ◽  
Tao Ye ◽  
Ge Shuanglin
Keyword(s):  
Language Learning ◽  
Academic Writing ◽  
Second Language Learning ◽  
English For Academic Purposes ◽  
Research Field ◽  
International Graduate Students ◽  
Writing Anxiety ◽  
Postgraduate Students ◽  
Modern Language ◽  
International Graduate

Language learning is a common but complicated activity that involves the development and application of different language skills, including listening, speaking, reading and writing. This study adopted a mixed method to investigate the problem of academic writing anxiety of Chinese international graduate students. The sampling method used in the research is purposive sampling. A total of 30 Chinese postgraduate students (15 males and 15 females), who enrolled in the faculty of modern language and communication. The purpose of study is to investigate the causes of second language learning writing anxiety. It is hope that this study can provide insightful implications for the acquisition and instruction of L2 academic writing. In addition, unlike the massive studies of anxiety on General English (GE), anxiety studies on English for Academic Purposes (EAP) has received insufficient attention, therefore, this study can enrich the research field of EAP.

scholarly journals Second Language Learning: Cultural Adaptation Processes in International Graduate Students in U.S. Universities

2012 ◽  
Vol 2 (1) ◽  
pp. 124-125
Author(s):  
Mariella Espinoza Herold
Keyword(s):  
International Students ◽  
Language Learning ◽  
Second Language Learning ◽  
The United States ◽  
International Graduate Students ◽  
Foreign Born ◽  
International Graduate ◽  
Large Numbers ◽  
Adaptation Processes ◽  
The Impact

The impact of globalization, the rapid technical advancements, and the access to educational opportunities have attracted large numbers of bright international students to study in the United States. Graduate and undergraduate international students as well as foreign-born faculty are now visible in American higher education institutions

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 International Postgraduate Students’ Perception of Challenges in Academic Writing in Malaysian Public Universities

2018 ◽  
Vol 7 (7) ◽  
pp. 191
Author(s):  
Sedigheh Shakib Kotamjani ◽  
Arshad Abd Samad ◽  
Mehrnaz Fahimirad
Keyword(s):  
Academic Writing ◽  
Public Universities ◽  
Academic Language ◽  
Writing Skills ◽  
Thinking Skills ◽  
English For Academic Purposes ◽  
Critical Thinking Skills ◽  
Postgraduate Students ◽  
English Medium Instruction ◽  
Lexical Phrases

The purpose of this study is to investigate international postgraduate students’ perceptions of difficulty with academic writing in Malaysian public universities. A survey was used to collect students’ perceptions of difficulties and challenges in general academic writing skills and language-related skills. The results revealed that students perceived greater difficulty in language-related problems than general academic writing skills. In terms of language-related skills, they ranked writing coherent paragraph, summarizing and paraphrasing, applying appropriate lexical phrases, utilizing proper academic language and vocabulary respectively as the most difficult areas in writing. However, with respect to general academic writing skills, they perceived the most difficulties in reviewing and criticizing the literature, writing introduction and research gap. The results of this study implied that international postgraduate students who graduated from non-English medium instruction universities should be supported in terms of English for Academic Purposes (EAP), critical thinking skills and language-related skills to become self-directed in learning to write.

scholarly journals ‘I’M GETTING THERE’: AN INVESTIGATION OF ACADEMIC WRITING DEVELOPMENTS OF UNDERGRADUATE STUDENTS IN A FOREIGN BRANCH CAMPUS IN MALAYSIA

2017 ◽  
Vol 6 (1) ◽  
Author(s):  
Ida Fatimawati ADI BADIOZAMAN
Keyword(s):  
Academic Success ◽  
Language Learning ◽  
Undergraduate Students ◽  
Academic Writing ◽  
Positive Impact ◽  
English For Academic Purposes ◽  
First Year ◽  
Learning Needs ◽  
Branch Campuses ◽  
Academic Units

Many foreign university branch campuses in Malaysia make it compulsory for students to undertake academic literacy units (i.e. Reading for Academic Purposes, Technical Report Writing) in order to equip them with language skills as well as reading and writing for academic purposes. Despite the ubiquitousness of such units in universities, little is known about their effectiveness. This longitudinal study aims to address this gap. This paper reports on data collected from the first phase of a mixed methods study that seeks to explore (i) students’ self-concept in academic writing, (ii) perceived impact of the Academic Writing (AW) unit on the writing development and (iii) the transferability of skills to other academic units. Findings from the questionnaire revealed that the AW unit had a significant positive impact on their writing skills and that the skills acquired were reported to be highly transferable to other study units. Nevertheless, to ensure academic success, the study concludes that the foundations for first year studies need to be laid early. Keywords: academic writing, L2 writing, academic language-learning needs, language learning, English for academic purposes (EAP)

scholarly journals The Role of Drama in Task-based Learning: Agency, Identity and Autonomy

2012 ◽  
Vol VI (2) ◽  
pp. 47-60
Author(s):  
Lorna Carson
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
English For Academic Purposes ◽  
Learning Approach ◽  
Public And Private ◽  
Postgraduate Students ◽  
The Public ◽  
Design And Implementation ◽  
Perceived Impact

Drama is a genre which connects the public and private, the rehearsed and the spontaneous, the self and the other. These intriguing relationships may be examined, from an applied linguistic perspective, through the concepts of agency, autonomy and identity. This paper discusses the role of drama in university language learning within a task-based framework, and draws from an example of a collaborative drama task designed for postgraduate students in an English for Academic Purposes programme. It explores how the ideas of agency, autonomy and identity can help conceptualise this type of curricular activity, and presents the design and implementation of a dramatic task, and reviews learner evaluation of the task’s perceived impact as an alternative learning approach which lowers affective barriers, the benefits and challenges of a collaborative task, and perceived growth in language proficiency.

A Systematic Review of Digital Games in Second Language Learning Studies

2020 ◽  
Vol 10 (3) ◽  
pp. 1-15
Author(s):  
Frederick J. Poole ◽  
Jody Clarke-Midura
Keyword(s):  
Systematic Review ◽  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Digital Games ◽  
Research Field ◽  
Student Perspectives ◽  
Discussion Section ◽  
Learning Research

This systematic review presents a definition for digital games within the second/foreign language (L2) learning research field. This definition is used to identify games used in research in the last five years (2012-2017). Forty-nine studies were identified and then summarized by type of research, game genre employed, age, and size of sample populations, and focus of research (vocabulary acquisition, student perspectives, etc.). Next, the research is synthesized by the L2 aspects investigated in each study. Finally, in the discussion section the L2 gaming research field is evaluated and suggestions for future endeavors are provided.

scholarly journals International EFL/ESL Master Students’ Adaptation Strategies for Academic Writing Practices at Tertiary Level

2018 ◽  
Vol 7 (3) ◽  
pp. 620-643
Author(s):  
Manjet Kaur Mehar Singh
Keyword(s):  
Graduate Students ◽  
Focus Group ◽  
Academic Writing ◽  
English Language ◽  
Adaptation Strategies ◽  
International Graduate Students ◽  
Focus Group Interviews ◽  
Writing Practices ◽  
International Graduate ◽  
Group Interviews

The present research provides insights into the different forms of adaptation strategies employed by international graduate students to overcome the challenges faced in the academic writing practices and gain access to their disciplinary communities of practice at Master’s level. Qualitative data was collected through semi-structured in-depth focus group interviews. Respondents were 70 international graduate students enrolled in various Master-level programs. Semi-structured focus group interviews allowed the international graduate students to share their own experiences in the employment of suitable adaptation strategies to overcome the challenges faced in their academic writing practices in the Master programs. The adaptation strategies employed include enhancing their English language proficiency, referring to non-formal advisory services, and improving their academic writing style.

scholarly journals International Graduate Students’ Academic Writing Practices in Malaysia: Challenges and Solutions

2015 ◽  
Vol 5 (1) ◽  
pp. 12-22 ◽  
Author(s):  
Manjet Kaur Mehar Singh
Keyword(s):  
Academic Success ◽  
Graduate Students ◽  
Academic Writing ◽  
International Graduate Students ◽  
Academic Literacies ◽  
Writing Practices ◽  
International Graduate ◽  
English Speaking ◽  
Native English Speaking ◽  
Instructional Settings

This article focuses on the challenges faced by non-native English speaking international graduate students in their academic writing practices while they studied at a university in Malaysia as well as the solutions they employed when faced with the challenges. Academic Literacies Questionnaire was used to collect data. Based on 131 participants, the findings indicate that non-native English speaking international graduate students faced challenges in their academic writing practices in the instructional settings where English was used as a medium. In addition, the results revealed that some challenges those students face were mainly attributable to the fact that English in Malaysia is not the native or first language. This study suggests policies and programmes to meet the unique academic writing background needs of these students and ensure their academic success.

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