scholarly journals The Development of Academic Vocabulary in International Foundation Students’ Assessed Academic Writing

2021 ◽  
Vol 12 (1) ◽  
Author(s):  
Dana Therova
Keyword(s):  
United Arab Emirates ◽  
Academic Writing ◽  
University Student ◽  
Student Writing ◽  
Academic Vocabulary ◽  
Writing Style ◽  
Foundation Programme ◽  
Written Assignments ◽  
The Impact ◽  
Academic Year

Despite extensive research into academic vocabulary in university student writing, little is known about academic vocabulary in international foundation-level students’ assessed academic writing. Considering that academic vocabulary is regarded as a key element of academic writing style and written assignments are one of the main forms of assessment in university contexts, this is an important omission. This study addresses this gap by employing a corpus-based approach to investigate the development of academic vocabulary in assessed academic writing produced by international students (N=193) in a foundation(gateway) programme over an academic year in the context of a British university based in England and its overseas campuses in the United Arab Emirates and Mauritius. The findings show an increase in the usage of academic vocabulary over the course of the foundation programme and highlight the impact of the assignment topic and brief.

scholarly journals Analysis and insights into written competence of clil and non-clil programs in tertiary context

2021 ◽  
Vol 2 (6/S) ◽  
pp. 56-61
Author(s):  
Nozimakhon Uralova
Keyword(s):  
Language Learners ◽  
Academic Writing ◽  
Academic Vocabulary ◽  
Integrated Learning ◽  
Critical Approach ◽  
Technical Institute ◽  
Control Groups ◽  
New Faculty ◽  
And Control ◽  
Academic Year

In 2020 a new faculty was established at Yeoju Technical Institute in Tashkent. This faculty is the first in Uzbekistan that teaches learners dual-focused Content and Language Integrated Learning (CLIL) approach.The research was conducted within one academic year (2 semesters), in experimental and control groups that include CLIL and non-CLIL language learners. The chosen module was Introduction to Academic Writing that compares the writing performance of CLIL and non-CLIL students in terms of 3 dimensions: fluency, accuracy, and complexity of academic writing. The result of the research revealed that the CLIL group showed better results compared with non-CLIL students regarding the frequent usage of academic vocabulary, complexity in structure, and content of writing, demonstrating a more critical approach to the assigned topics.

scholarly journals Student voices in academic writing: PsychLiverpool a community for meaning making

2019 ◽  
Author(s):  
Alexandra Forsythe ◽  
Emir Demirbag ◽  
Jasmine Warren
Keyword(s):  
Academic Writing ◽  
Academic Language ◽  
Meaning Making ◽  
Student Writing ◽  
Learning Networks ◽  
Student Voices ◽  
The Social ◽  
Peer Network ◽  
Academic Communication ◽  
The Impact

The practice and expectations of academic communication are changing, and blogging provides a socially liberating mechanism by which to support the development of student writing and literacy. The study reported here examines the impact of an academic–student partnership in supporting the development of student discourse. Anonymous feedback gathered from both the contributors and readers of the student blog, PsychLiverpool was analysed using automated text analysis. The analysis identified that high levels of positive emotion were associated with PsychLiverpool. Students valued its capacity to trigger thinking and insight, and the social and networking relationships the blog offered. PsychLiverpool empowered students to expand their learning networks outside of their classroom and peer network by connecting them with like-minded students and academics.  By providing students with safe opportunities to develop their skills and networks, it fulfilled their needs for affiliation and achievement, power and reward. The particular advantage of PsychLiverpool was that in operating outside of traditional university processes of assessment and feedback, students were more motivated to write about and engage with academic language on their own terms.

scholarly journals Improving student writing: working in partnership to develop the Student Academic Literacy Tool (SALT). (Project Report)

2015 ◽  
Vol 1 (2) ◽  
Author(s):  
Sue Becker ◽  
Luke Kennedy ◽  
Holly Shahverdi ◽  
Nadine Spence
Keyword(s):  
Intellectual Property ◽  
Academic Writing ◽  
Academic Staff ◽  
Academic Literacy ◽  
Academic Research ◽  
Academic Ability ◽  
Student Writing ◽  
Writing Style ◽  
Project Report ◽  
Literacy Tool

Developing an effective academic writing style can be a crucial determinant for degree success in undergraduate programmes which rely almost exclusively on written assessments to measure academic ability. The SALT project has brought together academic staff and students to develop an accessible and useful tool to enable students to recognise the characteristics of academic writing which need to be developed in order to be successful in written assessments. Crucial to the success of the project so far has been the involvement of student research partners as co-creators and owners of the tool. This report describes the development of the project and presents a model of partnership working in academic research which recognises the importance of students as owners of co-created research outputs and intellectual property.

scholarly journals Phraseology in Two Omani Undergraduate Civil Engineering Genres: The N of (the) N Pattern

2021 ◽  
Vol 11 (2) ◽  
Author(s):  
Priya Mathew
Keyword(s):  
Academic Writing ◽  
Civil Engineering ◽  
University Student ◽  
Student Writing ◽  
Language Of Instruction ◽  
Research Attention ◽  
Specific Approach ◽  
The Past ◽  
Efl Students ◽  
Discourse Functions

The study of phraseology with respect to continuous and discontinuous frames in academic writing has gathered increasing research attention over the past decade. Their prevalence in expert writing and the influence of discipline and genre on their frequency and type have led to studies that attempted to identify the most productive discontinuous frames in specific disciplines. The aim of this study is to investigate the pattern of the N of (the) N, a prolific pattern in expert academic writing, in two Omani corpora of undergraduate Civil Engineering genres, Case Studies (CS) and Methodology Recounts (MR). The two strands of inquiry involve 1) a comparison between the semantic noun categories of the first (N1) and second noun (N2) used in this pattern and; 2) the N1-N2 sequences in the pattern which realize specific discourse functions in these two genres. Strings belonging to this pattern were retrieved from the two corpora through the corpus interface, Sketch Engine. Findings indicate the prevalence of this frame in the two genres and genre influence on the choice of semantic noun categories. It was also found that the N1-N2 sequences in the pattern are used to realise distinct discourse functions in the two genres. This is one of the first corpus-based studies on university student writing in the Middle East and considering that English is the language of instruction and assessment in many of these countries, these findings have significant pedagogical implications. EFL students in such lingua franca contexts can be supported by a more discipline-specific approach. 

“We learn from each other”: peer review writing practices in English for Academic Purposes

2021 ◽  
Vol 11 (1) ◽  
pp. 67-91
Author(s):  
Stergiani Kostopoulou ◽  
Fergus O’Dwyer
Keyword(s):  
Peer Review ◽  
Academic Writing ◽  
Peer Review Process ◽  
Self Regulation ◽  
English For Academic Purposes ◽  
Student Writing ◽  
Active Involvement ◽  
Transmission Of Knowledge ◽  
Writing Practices ◽  
Foundation Programme

Abstract This evidence-based, procedural paper outlines academic writing peer review practices conducted by Pre-Master’s Pathway and pre-undergraduate Foundation programme students at two Irish universities. The theoretical framework section presents the view that formative teacher feedback on student writing alone is insufficient, suggesting sustainable feedback through transmission of knowledge via student-generated feedback. We outline the peer review process, providing learners’ reactions focusing on what went well and what can be improved. This provides an outline of possible processes for others to use in their context, with a discussion of relevant considerations. Issues discussed include how to enhance the quality of peer feedback and maximize its impact on student learning. The ultimate aim of the practices is to improve the experience of the learners, and better facilitate their readiness for forthcoming modules in Irish universities. Overall peer review practices develop emerging academic writers, and should be considered in foundational, pre-sessional and beginning stages of learning in undergraduate, and those returning to Masters programmes. Peer review practices require active involvement and collaboration, and can improve self-regulation capabilities of emerging academic writers. The practices effectively encourage the transmission of socially constructed knowledge regarding their capabilities, and ultimately lead to improved self-efficacy and general writing abilities of learners.

scholarly journals The impact of social media uses (WhatsApp, Instagram, Snapchat, and Twitter)on the individual's community life Field study on a sample of Umm Al Quwain University students

2021 ◽  
Author(s):  
هيثم عبد الرحمن العواد
Keyword(s):  
Social Media ◽  
University Students ◽  
Field Study ◽  
United Arab Emirates ◽  
Undergraduate Students ◽  
University Student ◽  
Easy Access ◽  
Community Life ◽  
The University ◽  
The Impact

The study attempts uncovering the impact of the uses of social media (WhatsApp, Instagram, Snapchat, Twitter) on the individual's community life. It aims also to highlight the effect of using social media on the university student community life, through identifying the most important social media sites used by the university student and spotting the reasons why university students use social media. In this study, the descriptive and analytical method are used aiming to achieve desired objectives. That has been done depending on the field study which led to the collection of the required data to be analyzed in terms of quantity and quality. Consequently, we can get all the needed explanations which enable us answering the study questions. Collecting and analyzing data on the field study was based on the questionnaire which was prepared at the beginning of the work in its initial form, and presented to a number of specialists for arbitration. After that, the researcher concluded the final template of the questionnaire, which was applied to the vocabulary of the sample. The questionnaire has included some points related to the objectives and questions of the study. The sample included 200 undergraduate students randomly selected from the various colleges of Umm Al Quwain University at the United Arab Emirates including, the College of Mass Communication, Public Relations and New Media, the College of Law, and the college of Business Administration. Lastly, the study takes the following findings, the reasons why university students use social media can be summarized in, easy access to the information which I need, and it is the best way to communicate with relatives and friends as well as a way for fun and entertainment. It enables me to participate in all activities and events surrounding me and provides an opportunity to exchange opinions and ideas on various topics.

Research on advanced student writing across disciplines and levels

2012 ◽  
Vol 17 (1) ◽  
pp. 3-34 ◽  
Author(s):  
Annelie Ädel ◽  
Ute Römer
Keyword(s):  
Case Studies ◽  
Academic Writing ◽  
English For Academic Purposes ◽  
Student Writing ◽  
Written Discourse ◽  
Student Writers ◽  
Advanced Student ◽  
First Case ◽  
Upper Level ◽  
Written Assignments

This paper introduces the Michigan Corpus of Upper-level Student Papers (MICUSP) as a new resource that will enable researchers and teachers of English for Academic Purposes (EAP) to investigate the written discourse of highly advanced student writers whose written assignments have been awarded the grade ‘A’. The usefulness of two aspects of the design of the corpus — variation across discipline and across student level — is illustrated by two case studies, one on attribution and one on recurrent phraseological patterns. The first case study investigates how references to the work of others are realized and to what extent disciplinary variation exists in unpublished academic writing by students. The second study examines the use of phraseological items (n-grams and phrase-frames) by students at four different levels of undergraduate and graduate study. The paper closes with a discussion of the results of both case studies and describes future avenues for MICUSP-based research.

THE IMPACT OF ZONATION SYSTEM POLICY IN THE PPDB ON STUDENTS' OBTAINING AT SMA NEGERI 8 SURABAYA

2020 ◽  
Vol 4 (3) ◽  
pp. 525
Author(s):  
Idawati Idawati
Keyword(s):  
Junior High School ◽  
Low Income ◽  
Educational Background ◽  
Quantitative Approach ◽  
National Examination ◽  
New Students ◽  
The Impact ◽  
New Student ◽  
Academic Year ◽  
Descriptive Method

This research was conducted by using a descriptive method with a quantitative approach. The quantitative approach was chosen to be tested theories by examining and measuring variables in the form of relationships, differences, influences, contributions, and the others. The research was carried out by describing the students acquisition data on the new student admission (PPDB) using zoning system based on the academic year 2019-2020 and the student acquisition data on the academic year PPDB 2018-2019 as a comparison. Based on the results of the study, the new students of PPDB using zoning system was considered lower in terms of economic and educational background of parents. There were more parents with less education (elementary & junior high school) in the zoning system than in the rayon system, whereas parents with higher education in the zoning system were fewer than the rayon system.  Likewise, in terms of income, there were more people with the low income in the zoning system than in the rayon system, and those having high income were fewer than in the rayon system. The study showed that the intelligence and the result of National Examination Score (NUN) in the zoning system is lower than in the rayon system. The intelligent level of the students in the zoning system is mostly dominated by the scores under 90-109, while in the rayon system were dominated by the scores above 90-109.  The National Examination Scores (NUN) in the zoning system were evenly distributed from a range of scores 0 to 30, while in the rayon system the scores were dominated by a range of scores 28-30, with the lowest score 24.

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