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.

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.

Non-Native English-Speaking Students' Perspectives of Culture, Language, and Academic Success

2020 ◽  
pp. 181-201
Author(s):  
Maja Stojanovic ◽  
Petra A. Robinson
Keyword(s):  
Academic Success ◽  
Graduate Students ◽  
Language Proficiency ◽  
The United States ◽  
Graduate Schools ◽  
Language Programs ◽  
Cultural Challenges ◽  
Face To Face ◽  
English Speaking ◽  
Native English Speaking

The chapter examines how non-native English-speaking graduate students perceive academic success and possible linguistic and cultural challenges in graduate schools in the United States. Data were collected from six in-depth individual face-to-face interviews specifically to understand the complexities and nuances in the perceptions of non-native English-speaking graduate students related to their academic success and possible challenges they face that may be caused by the lack of native-like language proficiency. Students' perceptions revealed the importance of cultural and language training for key stakeholders. Graduate schools as well as those teaching multicultural classes, among other stakeholders, should utilize this information to help modify English language programs and curricula for current and new students.

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 Challenges Facing Asian International Graduate Students in the US: Pedagogical Considerations in Higher Education

2014 ◽  
Vol 4 (1) ◽  
pp. 16-33 ◽  
Author(s):  
Shu-Yuan Lin ◽  
Susan Day Scherz
Keyword(s):  
Higher Education ◽  
United States ◽  
Graduate Students ◽  
Phenomenological Study ◽  
The United States ◽  
International Graduate Students ◽  
International Graduate ◽  
Conceptual Structures ◽  
English Speaking ◽  
Linguistic Challenges

Non-Native English Speaking (NNES) international students attending colleges and universities in the United States often encounter difficulties in adjusting to their new cultural environment. In addition, they often struggle with academic language while learning the content and conceptual structures of various graduate level disciplines. This phenomenological study identified cultural and linguistic challenges experienced by NNES Asian international graduate students at a mediumsized rural university in the northwestern United States. A pedagogical framework and recommendations for professional practice address the linguistic, cultural, and academic needs of this particular student population in higher education.

scholarly journals Academics’ Understandings of the Literacy Needs of International Graduate Students

2021 ◽  
Author(s):  
Edwin Creely ◽  
Raqib Chowdhury ◽  
Jane Southcott
Keyword(s):  
Graduate Students ◽  
Teaching And Learning ◽  
Teaching Staff ◽  
International Graduate Students ◽  
Academic Literacies ◽  
Academic Teaching ◽  
Literacy Support ◽  
International Graduate ◽  
Academic Competencies ◽  
Faculty Of Education

This article critically explores the understandings about the English academic literacy needs of international graduate students from the perspective of academic teaching staff in a Faculty of Education at a large Australian university. Research suggests that international graduate students for whom English is another language, on coming to English speaking countries, acquire English academic literacies as part of a complex set of academic competencies needed for successful graduate study. In this study, 16 academic teaching staff participated in focus groups and revealed their understandings and practices about academic literacies in the context of their experiences of working with international graduate students as teachers and supervisors. Emergent thematic analysis and Bourdieu’s ideas of doxa, field, and habitus were used to examine the data. Findings revealed a range of beliefs about what international graduate students need regarding academic literacies and language support, and some contestation about the role of the academic in providing literacy support. This suggests challenges of consistency in graduate teaching and learning, and the need for greater clarity concerning what equitable support international students are given.

Intertextual practices in academic writing by Chinese ESL students

2016 ◽  
Vol 7 (1) ◽  
pp. 53-72 ◽  
Author(s):  
Wei Wang
Keyword(s):  
Graduate Students ◽  
Academic Writing ◽  
Academic Literacy ◽  
Salient Feature ◽  
Esl Students ◽  
English As Second Language ◽  
International Graduate ◽  
External Sources ◽  
English Speaking ◽  
English Speaking World

AbstractIn light of the increase of international graduate students, the dynamics of higher education in English speaking countries have changed dramatically coupled with an obvious gap between native English speaking (NES) and English as second language (ESL) graduate students in terms of their academic literacy. As a key component of academic literacy, academic writing consists of noticeable differences between these two cohorts of students. Against the backdrop of ongoing attention to the process and practice of academic writing, this study examines Chinese ESL graduate students’ intertextual practices in composing their academic writing, especially, when the students newly arrived in an English speaking world. Intertextual practice in this study is concerned about not only the transgressive intertextual practice or plagiarism behaviours, but how Chinese ESL students draw on external sources in developing their own writing. This study shows that the most salient feature in the intertextual practice of the participants is the use of indirect quotes rather than syntheses in their own words, and most of the external sources are used to introduce new beliefs, ideas, or issues to their writing. In addition, this study explores possible factors that mediate these practices in consideration of the linguistic and sociocultural backgrounds of the Chinese ESL students.

scholarly journals First Term Support for International Graduate Students Attending Small Colleges and Universities

2020 ◽  
Vol 10 (2) ◽  
pp. 527-538
Author(s):  
Mary Jo Shane ◽  
Loredana Carson ◽  
Diana Gloria Macri
Keyword(s):  
United States ◽  
Academic Success ◽  
International Students ◽  
Graduate Students ◽  
Private University ◽  
The United States ◽  
Small Colleges ◽  
International Graduate Students ◽  
Political Climate ◽  
International Graduate

The recruitment and retention of international students in academic institutions in the United States has become more complicated and more competitive than ever before given the current political climate and governmental policies. This article discusses some of the specific challenges international students face and what a small- to medium-sized private university has put in place to attract these students and to better prepare them for graduate level management courses starting their first term. This example introduces an 11-week foundations course along with additional resources designed to provide knowledge, instruction, and practice in skills and behaviors crucial for academic success within the United States.

scholarly journals An International Graduate Student’s ESL Learning Experience Beyond the Classroom

2012 ◽  
Vol 29 (1) ◽  
pp. 77 ◽  
Author(s):  
Lu Liu
Keyword(s):  
Second Language Acquisition ◽  
Graduate Students ◽  
Social Life ◽  
Learning Experience ◽  
Target Language ◽  
English Learning ◽  
International Graduate Students ◽  
International Graduate ◽  
English Speaking

International graduate students are coming in ever-growing numbers to English-speaking countries. Educators have long believed that the successful English-learning experience of these students in their home countries will naturally lead to success in their academic studies and social life abroad. However, this may be not true. Using my English-learning experiences as a basis for research, in this article I explore the role of target-language improvement in adaptation to new environments. Based on a supportive sociocultural theory of second-language acquisition, the article provides recommendations for assisting international graduate students, especially those from East Asia, to enhance their academic performance and quality of life in Canada.

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