scholarly journals Academic Reading and Writing Challenges Among International EFL Master’s Students in a Malaysian University

2019 ◽  
Vol 9 (4) ◽  
pp. 972-992
Author(s):  
Manjet Kaur Mehar Singh
Keyword(s):  
Academic Success ◽  
Academic Writing ◽  
English Language ◽  
Graduate Programs ◽  
Reading Practices ◽  
Master's Students ◽  
Reading And Writing ◽  
Academic Reading ◽  
Writing Practices ◽  
Policies And Programs

Focusing on the perspective of lecturers, this qualitative research investigated the academic reading and writing challenges faced by international English-as-a-foreign-language master’s students at a Malaysian university. Data was collected through semi-structured, in-depth, one-on-one interviews with 16 lecturers who taught international students from various graduate programs. The findings from the lecturers’ perspectives indicate that the students faced acute challenges in their academic reading and writing practices such as adhering to academic writing conventions and interpreting text in an English language instructional setting. This study suggests policies and programs to overcome the challenges of the international EFL students’ academic writing and reading practices to ensure their academic success in as they learn in graduate programs.

scholarly journals How recorded audio-visual feedback can improve academic language support

2019 ◽  
Vol 16 (4) ◽  
pp. 71-90
Author(s):  
Michelle Cavaleri ◽  
◽  
Satomi Kawaguchi ◽  
Bruno Di Biase ◽  
Clare Power ◽  
...  
Keyword(s):  
Language Proficiency ◽  
Undergraduate Students ◽  
Visual Feedback ◽  
Academic Writing ◽  
English Language ◽  
Academic Language ◽  
Language Support ◽  
Writing Practices ◽  
Quality Feedback ◽  
The Impact

Providing effective, high quality feedback that students engage with remains an important issue in higher education today, particularly in the context of academic language support where feedback helps socialise students to academic writing practices. Technology-enhanced feedback, such as audio and video feedback, is becoming more widely used, and as such, it is important to evaluate whether these methods help students engage with the feedback more successfully than conventional methods. While previous research has explored students’ perceptions of audio-visual feedback, this paper seeks to fill a gap in the literature by examining the impact of the audio-visual mode on undergraduate students’ engagement with feedback compared to written-only feedback. Evidence from an analysis of feedback comments (n = 1040) and corresponding revisions as well as interviews (n = 3) is used to draw conclusions about the value of providing audio-visual feedback to help students revise their writing more successfully. In line with multimedia learning theory (Mayer 2009), it is argued that the multimodal format, conversational tone, verbal explanations and personalised feel of audio-visual feedback allows for a more successful engagement with the feedback, particularly for students with a lower level of English language proficiency.

scholarly journals Academic Challenges of Female Graduate TESOL Students in the Saudi Context

2020 ◽  
Vol 8 (1) ◽  
pp. 20
Author(s):  
Boushra Alghamdi ◽  
Nada Alasmari ◽  
Nadia Shukri
Keyword(s):  
Academic Success ◽  
Academic Writing ◽  
Mixed Method ◽  
Female Students ◽  
Academic Programs ◽  
Mixed Method Research ◽  
Academic Challenges ◽  
Academic Reading ◽  
Speakers Of Other Languages ◽  
The Given

Academic challenges are apparent factors that might hinder the progress and efficiency of students' higher education. Moreover, identifying these challenges will contribute to the progress of academic programs as well as maximizing academic achievement. The current research aims to shed the light on the various academic challenges that graduate female students majoring in Teaching English to Speakers of Other Languages (TESOL) encounter in the Saudi context. Furthermore, the current study serves to expand the knowledge about the most prominent academic challenges that TESOL students experience in the given context. Thus, helping students overcome these issues which might result in better performance and more qualified students. In addition, this study follows a mixed method research; and the participants are 23 Saudi female TESOL students. The study employed a questionnaire adapted from Phakiti and Li's (2011); the questionnaire consisted of 4 sections that include 24 close-ended question, in addition to 2 open-ended questions. The results of this study reveal three leading areas of academic challenges that TESOL students experience in their academic studies. The most prominent area of difficulty is academic writing, academic reading, and lastly other general academic challenges such as speaking skills and managing the academic load. The findings of this study reveal that female TESOL students encounter several challenges and obstacles that hinder their academic success. Also, recommendations for further research are mentioned to investigate the factors causing these academic challenges.

scholarly journals A longitudinal study of multi-word constructions in L2 academic writing: the effects of frequency and dispersion

2020 ◽  
Author(s):  
Duygu Candarli
Keyword(s):  
Language Learning ◽  
Academic Writing ◽  
Mixed Effects ◽  
First Year ◽  
Linear Mixed Effects ◽  
Reading And Writing ◽  
Academic Reading ◽  
L2 Learners ◽  
English Speaking ◽  
Academic Year

AbstractThis study examined the trajectories of the multi-word constructions (MWCs) in 98 advanced second language (L2) learners during their first-year at an English-medium university in a non-English-speaking country, using linear mixed-effects modelling, over one academic year. In addition, this study traced the academic reading input that L2 learners received at university, and it was investigated whether the frequency and dispersion of the MWCs in the input corpus would predict the frequencies of MWCs in L2 writers’ essays. The findings revealed variations in the frequencies of different functional and structural categories of MWCs over time. This study provides empirical evidence for the effects of both frequency and dispersion of MWCs in the input corpus on the frequency of MWCs in L2 writers’ essays, underscoring the importance of both frequency and dispersion in learning MWCs and the reciprocity of academic reading and writing. The findings have significant implications for usage-based approaches to language learning, modelling MWCs in L2 academic writing, and L2 materials design for teaching academic writing.

scholarly journals Teacher Perceptions of Strategies for Improving ESOL Students’ Academic English Skills: A K-12 Perspective

2011 ◽  
Vol 40 (3) ◽  
Author(s):  
Jinyan Huang ◽  
Alexis Smith ◽  
R. Smith
Keyword(s):  
Teacher Perceptions ◽  
Academic Writing ◽  
Writing Skills ◽  
Classroom Teachers ◽  
Academic English ◽  
Reading And Writing ◽  
Teachers Perceptions ◽  
Academic Reading ◽  
K 12 ◽  
Areas Of Interest

This study investigates five North American K-12 classroom teachers’ perceptions of ESOL students’ challenges in academic English skills and strategies for improving ESOL students’ academic English skills. Seven distinct areas of interest emerged from the five interviews: 1) ranking of importance of academic listening, speaking, reading, and writing skills; 2) challenges that ESOL students face in the classroom; 3) strategies to help ESOL students in academic listening; 4) strategies to help ESOL students in academic speaking; 5) strategies to help ESOL students in academic reading; 6) strategies to help ESOL students in academic writing; and 7) strategies to assist ESOL students in overcoming challenges in academic English skills. This paper focuses on the implementation of coping strategies for K-12 ESOL students in academic English skills, as perceived by their classroom teachers. Cette étude enquête sur les perceptions de cinq enseignants nord-américains de classes préscolaires à la 12e, des défis de leurs élèves ESOL face aux compétences en Anglais académique et des stratégies pouvant améliorer les compétences en Anglais académique de ces élèves ESOL. Sept domaines d’intérêt distincts ont émergés de ces cinq entretiens:1) degré d’importance académique des compétences en écoute, parler, lecture et écriture; 2) défis auxquels font face les élèves ESOL dans leurs salles de classe; 3) stratégies visant à aider les élèves ESOL avec leur écoute académique; 4) stratégies visant à aider les élèves ESOL avec leur parler académique; 5) stratégies visant à aider les élèves ESOL avec leur lecture académique; 6) stratégies visant à aider les élèves ESOL avec leur écriture académique; et 7) stratégies visant à assister les élèves ESOL à surmonter les défis liés aux compétences en Anglais académique. Cet article porte l’accent sur l’implémentation de stratégies d’adaptation pour les élèves de la maternelle à la 12e concernant les compétences en Anglais académique, telle que perçue par leurs enseignants.

scholarly journals THE IMPROVEMENT OF STUDENTS’ ACADEMIC WRITING THROUGH READING ABILITY USING COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC) MODEL

2019 ◽  
Vol 3 (2) ◽  
pp. 52
Author(s):  
Rumiri Aruan
Keyword(s):  
Learning Outcomes ◽  
Academic Writing ◽  
Reading Ability ◽  
Teaching And Learning ◽  
Research Subjects ◽  
Reading And Writing ◽  
Learning Improvement ◽  
Writing Courses ◽  
Academic Reading ◽  
Good Score

This learning improvement study aims to improve teaching and learning outcomes in academic writing through reading ability by applying CIRC model. This research was conducted based on the problems that occur when students taking Academic Reading and Writing courses. Among the problems found is that students still find difficulties in writing a summary of the specified article. The research subjects were students in the fourth semester of the academic year 2018/2019. Before applying this method, the writer conducted a pre-test. The pre-test results showed that the students' writing summary skills were still low. The pre-test result was 2.77% of students scored very well, 19.43% got a good score, 27.77% of students scored moderately, 47.22% scored less, and 2.77% in the category of failure. The Classroom Action Research method is carried out in the application of the CIRC model which consists of two cycles, where each cycle took place in two meetings, and each cycle applied different learning activities. The results of the first cycle have shown changes in several assessment criteria, but the research was still being carried out into the second cycle. This was done to further strengthen learning by using the CIRC model. The percentage of student scores in the second cycle shows that 36.03% got a very good score, 33.33% got a good score, 30.55% got a sufficient score, and no more students scored less, and failed. From the above results can be concluded that the application of the CIRC model by the distribution of different discussion groups in each cycle affected learning outcomes. Thus the CIRC model can be considered to use in learning academic writing through reading ability in Academic Reading and Writing courses.

scholarly journals The Effects of Task-Based Process Writing Approach on the Academic Writing Skills among Second Language Tertiary Learners

2018 ◽  
Vol 3 (1) ◽  
pp. 1 ◽  
Author(s):  
Siti Katijah Johari
Keyword(s):  
Second Language ◽  
Academic Success ◽  
Academic Writing ◽  
English Language ◽  
Writing Skills ◽  
Real Life ◽  
Process Writing ◽  
Group Project ◽  
Important Place ◽  
Higher Institution

Academic writing occupies a very important place in the English language syllabus at tertiary level. Where higher institution writing is concerned, it is not enough that students have to write in traditional essay or report formats; their writing must be appropriate to the discipline – yet deal with the multitude of genres expected of them. Additionally, academic writing skill is considered an essential skill for academic success and a requirement for many occupations and professions. However, it is a skill that a number of second language tertiary students find most difficult to acquire and only a few of them fully master it. This study, therefore, embarks on the theory that task-based approach together with the exposure of process writing would have a significant influence on the development of students’ academic writing skills. In this study students were made to work in groups on real-life tasks which relate to their field of study or future employment. In the midst of pursuing the group project, the students will have to write their group proposal and individual writing assignment. This will be the stage where the process writing techniques are put into practice. This paper will illustrate an eclectic pedagogic intervention in the teaching of academic writing skills to second language tertiary students.  Keywords: academic writing, task-based approach, process writing approach, tertiary learners

scholarly journals Practical Aspects of Academic Literacy Development in Higher Education Institutions

2021 ◽  
Vol 30 (7) ◽  
pp. 117-127
Author(s):  
N. V. Ageenko ◽  
S. G. Menshenina ◽  
V. V. Dobrova ◽  
P. G. Labzina
Keyword(s):  
Foreign Language ◽  
Academic Writing ◽  
Literacy Development ◽  
English Language ◽  
Course Design ◽  
Academic Literacy ◽  
Academic Discourse ◽  
Academic Community ◽  
Writing Courses ◽  
Academic Reading

Global tendencies in all scientific spheres require developed academic literacy of the researcher for effective international communication. Foreign language communication in a professional academic environment implies proficiency in the language of academic discourse. For academic discourse, as a component of academic literacy, development of academic writing skills is crucial. Higher educational institutions realize the necessity to design academic writing courses, and determine their place in the curriculum. Following the challenges of the time and academic community demands, SSTU English Language instructors designed an academic writing course to increase the methodological and academic literacy of students and young researchers. We believe that the development of the key educational and communicative foreign language competencies for academic and professional interaction can contribute to successful integration into the international scientific environment. Course design considered foreign experience, methods and curricula in the field of academic writing and academic reading.

scholarly journals (Celea): Centro de Lectura y Escritura Académica de la Fundación Universitaria Católica Lumen Gentium - UNICATÓLICA, de Cali, retos y perspectivas formativas

2018 ◽  
Vol 2 (2) ◽  
pp. 35-43
Author(s):  
Alejandro Alzate Méndez
Keyword(s):  
Academic Writing ◽  
Writing Center ◽  
Reading And Writing ◽  
Academic Reading ◽  
Lumen Gentium

El presente artículo tiene el objetivo de reflexionar sobre la importancia de la escritura académica en la sociedad de hoy, un espacio marcado por la heterogeneidad de tecnologías, metodologías cognitivas y desarrollos en el campo de la didáctica. De igual modo, se presentan las principales perspectivas formativas que orientan el quehacer del Centro de Lectura y Escritura Académica de la Fundación Universitaria Católica Lumen Gentium - unicatólica (Celea). Abstract The purpose of this article is to reflect on the importance of academic writing in today’s society, a space that we recognize as marked by the heterogeneity of technologies, cognitive methodologies and developments in the field of teaching. Likewise, the main formative perspectives that guide the work of the Academic Reading and Writing Center of the Fundación Universitaria Católica Lumen Gentium -unicatólica (Celea) will be presented.  

scholarly journals Academic writing in higher education: focusing on courses of graduate programs of a public Brazilian university

2019 ◽  
Vol 22 (3) ◽  
pp. 577
Author(s):  
Carlla Dall’Igna ◽  
Maria Ester Wollstein Moritz
Keyword(s):  
Higher Education ◽  
Academic Writing ◽  
Graduate Program ◽  
Graduate Programs ◽  
New Literacy ◽  
New Literacy Studies ◽  
Academic Context ◽  
Writing Practices ◽  
Content Organization ◽  
The University

In the last twenty years researchers have been concerned with the development of higher education students writing literacy (CRISTOVÃO; VIEIRA, 2016; BAZERMAN; MORITZ, 2016). Approaches based on the new literacy studies (LEA; STREET, 1998) recognize the need to learn specific forms of acting in the academic context to successfully participate in such sphere. Considering the importance of academic writing in higher education, this research aims at investigating how academic writing literacy is approached in sixteen graduate programs at a public Brazilian university. One quarter of the university graduate programs were explored as a manner to find courses dealing with academic writing and the content organization of their course plans. Results showed that only fifty percent of the programs investigated offer courses on academic writing and each graduate program approaches academic writing literacy differently. It seems that writing practices in the academic context investigated are still not considered a major issue.

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