scholarly journals Genre Pedagogy to the Teaching of Academic Writing in Tertiary Level and Cognitive Empowerment

2017 ◽  
Vol 2 (2) ◽  
Author(s):  
Murti Ayu Wijayanti ◽  
Emi Emilia ◽  
Wawan Gunawan
Keyword(s):  
Academic Writing ◽  
Tertiary Level

The Use of Multimedia and its Impact on Bangladeshi EFL Learners at Tertiary Level

2020 ◽  
Vol 4 (2) ◽  
pp. 150
Author(s):  
Farzana Sharmin Pamela Islam
Keyword(s):  
Language Learning ◽  
Academic Writing ◽  
Teaching And Learning ◽  
English Language ◽  
Capital City ◽  
Tertiary Level ◽  
Language Classroom ◽  
The Difference ◽  
The Government ◽  
The Impact

As 21st century is the era of modern technologies with different aspects, it offers us to make the best use of them. After tape recorder and overhead projector (OHP), multimedia has become an important part of language classroom facilities for its unique and effective application in delivering and learning lesson. Although in many parts of Bangladesh, a South Asian developing country, where English enjoys the status of a foreign language, the use of multimedia in teaching and learning is viewed as a matter of luxury. However, nowadays the usefulness and the necessity of it are well recognized by the academics as well as the government. The study aims to focus on the difference between a traditional classroom void of multimedia and multimedia equipped classrooms at university level by explaining how multimedia support the students with enhanced opportunity to interact with diverse texts that give them more in-depth comprehension of the subject. It also focuses on audio-visual advantage of multimedia on the students’ English language learning. The study has followed a qualitative method to get an in-depth understanding of the impact of using multimedia in an English language classroom at tertiary level. For this purpose, the data have been collected from two different sources. Firstly, from students’ written response to  an open ended question as to their comparative experience of learning  lessons with and without multimedia facilities; and secondly, through  observation of English language classes at a private university of Dhaka, the capital city of Bangladesh. The discussion of the study is limited to  the use of multimedia in English language classroom using cartoons, images and music with a view to enhance students’ skills in academic writing, critical analysis of image and critical appreciation of music. For this purpose, cartoons in English language, images from Google and music from You Tube have got focused discussion in this paper.

scholarly journals “Beautifying the Beast”: Customising Online Instruction in a Writing Course for Jamaican Tertiary-level Students

2013 ◽  
pp. 157-174
Author(s):  
Michelle Stewart-McKoy
Keyword(s):  
Academic Writing ◽  
Online Instruction ◽  
Tertiary Level ◽  
Research Approach ◽  
Student Interest ◽  
Self Directed Learning ◽  
Design Based Research ◽  
Writing Courses ◽  
Writing Course ◽  
Directed Learning

This paper describes an on-going project which uses a design-based research approach in the design and development of customised online instruction for Jamaican tertiary-level students pursuing academic writing courses. The customisation of the academic writing content for online consumption is meant to spark student interest, prolong their online engagement and facilitate self-directed learning. This manuscript provides an overview of the four phases and describes in detail the processes and procedures involved in the completion of phases one and two of the research and the plans for implementation and evaluation of phases three and four.

scholarly journals A Case Study Analysis of Clt Methods to Develop Grammar Competency for Academic Writing Purposes at Tertiary Level

Humaniora ◽  
2013 ◽  
Vol 4 (2) ◽  
pp. 967
Author(s):  
Almodad Biduk Asmani
Keyword(s):  
Academic Writing ◽  
Teaching And Learning ◽  
Numerical Data ◽  
Control Group ◽  
Tertiary Level ◽  
Research Project ◽  
Grammar Teaching ◽  
Significant Difference ◽  
Post Test ◽  
Numeric Data

The purpose of the research project is to find out how effective grammar teaching and learning using the Principled CLT method can improve the ability of freshman Binus University students to understand and use grammar knowledge for academic writing purposes. The research project is expected to result in computer-animated format which can be used as one of the main tools in teaching and learning grammar at tertiary level. The research project applies the descriptive quantitative approach, and thus uses numeric data. The research project involves two subject groups, which are experimental and control. The two groups are pre-tested so as to find out their level of grammar competency by their academic writing works. The experimental group receives the treatment of grammar learning by using the Principled CLT approach, while the control group receives the standard CLT approach. Then, the two groups have the post-test, and the results are compared. Through statistics, the numerical data show that there is no significant difference between the two methods’ results, and as a result, either method has its own strength and weaknesses. If one is to be implemented, it must be linked to the specific goals and purposes that each entails.  

scholarly journals Graduate Students’ Needs and Preferences for Written Feedback on Academic Writing

2016 ◽  
Vol 9 (12) ◽  
pp. 79 ◽  
Author(s):  
Manjet Kaur Mehar Singh
Keyword(s):  
Graduate Students ◽  
Academic Writing ◽  
Quantitative Method ◽  
Descriptive Analysis ◽  
Tertiary Level ◽  
Written Feedback ◽  
Survey Questionnaire ◽  
Perceived Needs ◽  
Electronic Method ◽  
Level Institution

<p>The aim of this research is to examine graduate students’ needs and preferences for written feedback on academic writing from their lecturers and thesis supervisors. Quantitative method via survey questionnaire was used to collect data from 21 respondents. The data collection involved Master and Doctorate students at a tertiary level institution in Malaysia. The data was analyzed and tabulated using descriptive analysis. Results indicate that graduate students regularly need written feedback on their academic writing and they preferred electronic method to obtain feedback from their supervisors. Findings also indicate that graduate students appreciated feedback which was straightforward, provided clear instructions, directed them to other related resources, and feedback which was detailed or specific. This research filled the gap in literature by providing awareness among thesis supervisors and lecturers on the students’ needs and preference for written feedback on their academic writing. Apart from that, greater understanding of students’ perceived needs for feedback and preferences of feedback is also vital for lectures and thesis supervisors to increase the effectiveness of providing constructive written feedback.</p>

scholarly journals STUDENTS’ VOICES ON ACADEMIC WRITING ACTIVITIES AT TERTIARY LEVEL

2021 ◽  
Vol 15 (1) ◽  
pp. 35
Author(s):  
Muhammad Furqan ◽  
Maulidia Rahmawati Nur ◽  
Syfa Athifah
Keyword(s):  
Academic Writing ◽  
Teaching Practice ◽  
Participant Observation ◽  
Research Participant ◽  
Teaching Writing ◽  
Tertiary Level ◽  
Technical Problems ◽  
Ibn Khaldun ◽  
Know How ◽  
Teaching Of Writing

<p>Academic writing activities play an important role for students at the tertiary level. Because students are required to be mastered to write academically. The aim of this research was to know-how is the teaching of writing for academic purposes, to know how students perceive the teaching of writing for academic purposes, and to know how a teacher perceives the teaching of writing for academic purposes. Case study was used as the research design in the paradigm of the qualitative and 20 students (in the 5th semester) and 1 teacher from Bogor Ibn Khaldun University were invited as a research participant. Observation, interview, photovoice, voice recorder, and documents were used as a research instrument to get the data. The result of this study showed the teacher taught the materials before each student was required to write an essay. The teacher provided feedback and comment on their essay in the process of writing an essay. Students did the revising process to make their essays better. The students also had a positive perception of the teaching of writing for academic purposes. There were three aspects that students perceive on the teaching writing for academic purposes those were the teaching practice, teachers’ feedback, and students’ problems or challenges. Besides, the teacher perceives there were some problems encountered in the teaching of writing for academic purposes. The problems encountered were students’ level proficiency, students’ motivation, technical problems in the classroom, the production of the students’ essay, and the support from the leader.</p>

Contradictory Genres

2015 ◽  
pp. 44-51
Author(s):  
Neil Mcbeath
Keyword(s):  
Academic Writing ◽  
Conventional Wisdom ◽  
Tertiary Level ◽  
Essay Writing ◽  
Cause And Effect ◽  
Rhetorical Patterns ◽  
English Medium Instruction ◽  
Compare And Contrast

This chapter has its roots in Davidson and Spring's (2008) paper, “Rhetorical Patterns in Academic Writing: Re-Examining Conventional Wisdom,” where the authors questioned the relevance of teaching the five-paragraph essay and the rather artificial division of essay writing into specific types: narrative, descriptive, expository, argumentative, cause-and-effect, and compare-and-contrast. The chapter expands their argument, suggesting that not only is the division artificial, but it is also positively unhelpful to students following English medium instruction at the tertiary level. As an example, a course-specific genre, the lab report, is examined to demonstrate just how its demands are removed from the conventional patterns.

scholarly journals English-only Instruction in Tertiary-level L2 Writing: An Exploratory Study with Translingualism

2021 ◽  
Vol 2 (1) ◽  
pp. 32-44
Author(s):  
Md. Akteruzzaman ◽  
◽  
S. M. Javed Anwar ◽  
Keyword(s):  
Academic Writing ◽  
Action Plan ◽  
National Curriculum ◽  
Private University ◽  
L2 Writing ◽  
Small Scale ◽  
Tertiary Level ◽  
English Only ◽  
Considerable Portion ◽  
Novice Writers

Since CLT's propagation emphasises teaching English monolingually in an adamant manner, the tide has been set to follow that trend blindly. However, English-only instruction has been under debate recently, particularly in non-native teaching contexts. This paper questions the credibility of English-only instruction in teaching tertiary-level L2 writing in Bangladesh. Through small-scale action research with 36 students studying at a private university, the researchers discover that inconsistent dependency on English as the only medium of instruction has far-reaching effects on academic writing perception in a multilingual setting. The initial findings suggest that students from Bangla-medium background, who are taught following NCTB (National Curriculum and Textbook Board) syllabus, constitute the most considerable portion of the affected community. To address the issue, participants were trained following a translingual action plan. A comparative analysis between their former and subsequent performances projects that application of translingual practices has a constructive influence that can equip the learners with a deeper understanding of academic writing. It also proposes that other than trying to fit the learners into the scaffold of English-only instruction, the novice writers should be taught translingually.

Corpus Analysis of Metadiscourse in Undergraduate Academic Projects

2017 ◽  
Vol 1 (1) ◽  
pp. 24
Author(s):  
Noorzan Mohd Noor ◽  
Amaal Fadhlini Mohamed Alam
Keyword(s):  
Undergraduate Students ◽  
Academic Writing ◽  
Research Study ◽  
Corpus Analysis ◽  
Tertiary Level ◽  
Related Research ◽  
Qualitative And Quantitative ◽  
Different Types ◽  
Preliminary Study ◽  
Quantitative Approaches

Writers engage different types of metadiscourse markers in interacting with the readers. They provide indicators in their writing of the contents to help readers comprehend and respond to the text. This paper is a preliminary study to identify types and categories of metadiscourse found in a corpus of undergraduate academic projects (UAP corpus). This study is significant as it identifies types and categories of metadiscourse found in both good and weak undergraduate academic writing. Hence, this study is relevant to further support related research on the use of metadiscourse among tertiary level students to write effectively in academic writing. Since metadiscourse has never been directly taught as a subject to undergraduate students, it may contribute to the lack of awareness on metadiscourse functions in effective writing. In this study, the metadiscourse items in UAP corpus are identified and rated by inter-raters. It is a corpus-based research study that involves collecting, analyzing, and using qualitative and quantitative approaches to identify metadiscourse items in the corpus.

How to write a lot: A practical guide to productive academic writing (2007): Book review

2011 ◽  
Author(s):  
Hannah Fish ◽  
Danielle Palmer ◽  
Anisa Goforth ◽  
John S. Carlson ◽  
Tami Mannes ◽  
...  
Keyword(s):  
Academic Writing ◽  
Practical Guide
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