scholarly journals Graduate Students’ Perceptions on their Self-Efficacy in Writing Academic Papers

2020 ◽  
Vol 7 (1) ◽  
pp. 31
Author(s):  
Kristian Florensio Wijaya ◽  
Concilianus Laos Mbato
Keyword(s):  
Graduate Students ◽  
Academic Writing ◽  
Mixed Method ◽  
Self Efficacy ◽  
English Education ◽  
Research Problem ◽  
Attitudes Toward Writing ◽  
Motivation And Confidence

ABSTRACTIt is notable to note here that self-efficacy needs to be ingrained strongly within graduate students to show a higher enthusiasm, efforts, and persistence in accomplishing various demanding academic writing projects. Tangibly, there are still many graduate students who lack motivation and confidence when doing academic writings. As a result, their attitudes toward writing turn into negative actions crippling their self-efficacy. This study aimed to investigate graduate students’ perceived self-efficacy in academic writings. One research problem was formulated in this study namely, how do English Education Master Students maintain their self-efficacy to accomplish their academic writings? This study employed a mixed-method harnessing classroom survey and interview questions to gather data from English Education Master Students engaging in academic writings, Sanata Dharma University, Yogyakarta. Findings from this study revealed that graduate students are able to produce more qualified academic writing products when they are motivated continuously by their lecturer. Keywords: self-efficacy, perceptions, academic writings, graduate students, mixed method       

scholarly journals Undergraduate Students’ Self-Efficacy Strategies in Writing Academic Papers

2021 ◽  
Vol 16 (1) ◽  
pp. 21-30
Author(s):  
Anne Yustica Pramesti Sumarsono ◽  
Concilianus Laos Mbato
Keyword(s):  
Undergraduate Students ◽  
Academic Writing ◽  
Self Efficacy ◽  
English Education ◽  
Sense Of Self ◽  
Research Question ◽  
Study Program ◽  
Writing Anxiety ◽  
Writing Class ◽  
High Sense

This study explored the writing self-efficacy of English education undergraduates at Sanata Dharma University, Yogyakarta. Nowadays, many students still have not used self-efficacy in their studies. Consequently, they may encounter difficulties when working on tasks. As a result, the scores obtained are not the highest. Which may make them lack the motivation to learn. The purpose of this research was to determine the application of self-efficacy in writing works for the undergraduate course of English Education at Sanata Dharma University. The research question was: How can undergraduate students of the English Education Study Program manage self-efficacy and writing anxiety to complete the academic writing class? This research adopted qualitative methods making use of the Likert scale and interviews. The questionnaire was distributed to Sanata Dharma University’s undergraduates who had received English courses in reading literary works. The results show that undergraduates have a high sense of self-efficacy, can complete academic writing on time, and we are motivated by their internal and surrounding environments.

scholarly journals AN ANALYSIS OF FOCUSED METALINGUISTIC WRITTEN FEEDBACK: How would learners react?

2020 ◽  
Vol 8 (1) ◽  
pp. 44
Author(s):  
Rizqiyyah Rizqiyyah ◽  
Tanty Prianty
Keyword(s):  
Graduate Students ◽  
Academic Writing ◽  
Mixed Method ◽  
Quantitative Data ◽  
Electronic Mail ◽  
Qualitative Data ◽  
Mixed Method Study ◽  
Written Feedback ◽  
Constructive Feedback ◽  
Fields Of Study

Learners of higher education are encouraged to write a scholarly publication in that it helps corroborate them as professionals in their fields of study. Practices in academic writing are thus indispensable to do to achieve a higher level of competency. This study explores learners’ reactions towards focused metalinguistic written feedbacks provided by a lecturer. The lecturer used electronic mail to provide constructive feedback to her students. This mixed-method study involved 22 post-graduate students from an Indonesian university. In analyzing the qualitative data, the researchers employed Miles and Huberman’s qualitative data analysis approach. Meanwhile, the quantitative data, namely the basic analysis of focused metalinguistic written feedbacks were analyzed by employing Cumming’s writing approach. The findings reveal that: (1) learners revised and expanded their draft after getting back their paper; (2) lecturer’s feedbacks through email have reportedly motivated learners because such the feedbacks did not lead learners perplexity compared to the handwritten feedbacks; (3) the majority of participants used revising and responding, consulting a dictionary/grammar book, and referring to the previous composition as the ways to handle lecturer’s input.

scholarly journals E English Education Master Students' Self-Regulated Learning Strategies in Academic Writing

2021 ◽  
Vol 7 (1) ◽  
pp. 15-29
Author(s):  
Kristian Florensio Wijaya
Keyword(s):  
Content Analysis ◽  
Graduate Students ◽  
Learning Strategies ◽  
Academic Writing ◽  
English Education ◽  
Qualitative Content Analysis ◽  
Data Gathering ◽  
Small Scale ◽  
Self Regulated Learning ◽  
Regulated Learning

English Education Master Students’ Self-Regulated Learning Strategies in Academic Writing Kristian Florensio Wijaya Sanata Dharma University, Yogyakarta [email protected]     Abstract There is a propensity for language teachers to handicap graduate students as independent, competent and strategic academic writers. Therefore, it is easier to discover graduate students struggling intensely to produce and publish qualified academic writing products to targeted journal articles. Due to this ubiquitous fact, self-regulated learning strategies need to be entrenched potently within L2 academic writers to enable them to become more mindful, resourcefulness, autonomous, and proficient academicians who excel in their subject-specific fields. This was a small-scale qualitative study implementing qualitative content analysis to obtain a more obvious portrayal regarding some specific phenomena taken place in one particular circumstance. To fulfill this objectivity, two research instruments were utilized in this study namely the Likert-scale Questionnaire and interview protocols to maintain the robustness of the data gathering processes. 15 English Education Master Students together with 3 selected interviewees were also invited to fill out the questionnaire and participate in the interview activities. In line with the gathered data, the qualitative results revealed that the majority of English Education Master Students have transformed into more life-long and proficient academic L2 writers for they continuously showed greater resilience, efforts, commitment to accomplish various academic writing projects.    Keywords: Self-regulated learning strategies, academic writing, qualitative content analysis, academic L2 writers  

scholarly journals Exploring EFL Learners’ Self-Efficacy in Academic Writing Based on Process-Genre Approach

2018 ◽  
Vol 11 (6) ◽  
pp. 115 ◽  
Author(s):  
Ying Zhang
Keyword(s):  
Graduate Students ◽  
Writing Instruction ◽  
Academic Writing ◽  
Self Efficacy ◽  
Teaching Experiment ◽  
General Level ◽  
Efl Learners ◽  
Level Of Confidence

This study explores the change of EFL learners’ level of self-efficacy in process-genre academic writing instruction. The teaching experiment was conducted for 14 weeks. A total of 59 graduate students participated in the experiment. Before the experiment, the results showed that the general level of EFL graduates’ self-efficacy in academic writing was relatively low. After 14 weeks of academic writing instruction conducted by the process-genre approach, participants’ self-efficacy improved significantly. In the interview, participants also reported an increasing level of confidence in academic writing. Based on the findings, implications of academic writing instruction to improve students’ self-efficacy are discussed in the paper.

scholarly journals A Narrative Inquiry of English Graduate Students’ Experiences in Writing for Publication

2021 ◽  
Vol 13 (3) ◽  
pp. 2281-2292
Author(s):  
Pradhita Ramadhani ◽  
Endang Fauziati ◽  
Suparno Suparno
Keyword(s):  
Graduate Students ◽  
Narrative Inquiry ◽  
Academic Writing ◽  
English Education ◽  
Writing Skills ◽  
Future Research ◽  
Structured Interviews ◽  
Writing For Publication ◽  
Efl Learners ◽  
Education Major

Academic writing in higher education mainly focuses on writing for publication. The success of writing for publication depends on the learners’ ability to access, understand the relevant references, evaluate, and synthesise the ideas, opinions, and sentences to make their academic pattern. Viewed from prior studies, it seems that many EFL learners have faced various problems in writing their academic papers, specifically writing for publication. To respond to this issue, this narrative inquiry aims to investigate (1) how learners acquire their knowledge in writing for publication, (2) the difficulties they face in writing for publication, and (3) how they face those difficulties. This present study intended to dig up the experiences of two graduate students of English Education major in writing for publication. Semi-structured interviews were used to collect the data. Then, the data were analyzed using thematic analysis. This study shows that the participants acquired knowledge and experiences from various sources that were useful for writing their academic papers. Surprisingly, the various difficulties they faced motivated them to learn more and improve their writing skills for publication. Pedagogical and future research implications are further discussed.

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

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.

scholarly journals Learner autonomy, self-regulation skills and self-efficacy beliefs – How can students’ academic writing skills be supported?

2020 ◽  
Vol 10 (2) ◽  
pp. 381-402
Author(s):  
Åsa Mickwitz ◽  
Marja Suojala
Keyword(s):  
Academic Writing ◽  
Learning Process ◽  
Self Efficacy ◽  
Self Regulation ◽  
Writing Skills ◽  
Efficacy Beliefs ◽  
Traditional Learning ◽  
Multiple Choice Questions ◽  
Regulatory Strategies ◽  
Academic Settings

Abstract High self-efficacy beliefs and effective self-regulatory strategies are increasingly important in academic settings, and especially in developing academic writing skills. This article deals with how students develop academic writing skills in two different pedagogical settings (as autonomous learners and in a traditional learning environment), and how this is associated with the students’ self-regulatory strategies and self-efficacy beliefs. In the study, self-regulatory skills referred to the ability to take charge of, manage and organize the learning process, while self-efficacy beliefs were defined as the strength of students’ confidence to accomplish an extensive task and sense of succeeding. The method was quantitative, including some qualitative elements, and data was elicited through a survey answered by 150 students, after they had attended courses in academic writing. The survey consisted of 1 open-ended question and 16 multiple-choice questions (a five-point Likert scale). The data was analyzed using SPSS. The results show that self-regulatory skills and self-efficacy beliefs have a greater impact on learning academic writing skills in traditional learning settings than in learning settings where the students are supposed to work more independently, and where teacher support is not available to the same extent.

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