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.

Nominalization Versus Clause Usage in CALL Technology-Mediated Acquisition of EFL Learners' Writing Skills

2019 ◽  
Vol 9 (2) ◽  
pp. 72-86
Author(s):  
Duc Huu Pham
Keyword(s):  
Foreign Language ◽  
Academic Writing ◽  
Writing Skills ◽  
Future Research ◽  
Control Group ◽  
Efl Learners ◽  
English Writing ◽  
Level Information ◽  
Writing Tests ◽  
Computerized Writing

To help EFL learners realize the use of nominals and clauses in practicing productive skills of academic writing in English writing tests, experiments have been exploited using the tasks similar to those of internet-based test of English as a foreign language to determine the nominal and clause level information during sentence and paragraph processing. Subjects were placed in two groups (the treatment group and the control group) and comprised English intermediate level students at a university in Vietnam performing compositions that were of lexical and clausal congruence but the congruence with discourse context was manipulated. The results indicated that lexical and clausal processing and discourse congruence have an effect on each other and influence writing skills. The study was undertaken as a basis for improving the technology-linguistics combined intake of learners' knowledge in order to accelerate the acquisition of foreign languages and will benefit future research related to computerized writing and assessment of writing.

scholarly journals The Exploration of Skilled and Less-Skilled EFL Graduate Students' on L1 and L2 Writing Strategies

2020 ◽  
Vol 9 (3) ◽  
pp. 517
Author(s):  
Syaadiah Arifin
Keyword(s):  
Graduate Students ◽  
English Education ◽  
L2 Writing ◽  
Writing Strategies ◽  
Structured Interviews ◽  
Think Aloud Protocols ◽  
Research Findings ◽  
Cyclical Process ◽  
L1 And L2 Writing ◽  
L1 And L2

This study aims to analyze the similarities, differences, and transferability of students' writing strategies in L1 (Indonesian) and L2 (English). Data were obtained from four participants majoring in English Education, two males and two females, which were categorized into skilled and less-skilled writers. The data were collected for four months using various methods, namely think-aloud protocols (TAPs), retrospective and semi-structured interviews, observations, and written drafts. The result showed that students employed similar personal strategies while writing in Indonesian (L1) and English (L2). This means that they transferred L1 strategies to L2 with some variances and similarities. The skilled writers viewed writing as a cyclical process of planning, writing, reading/rereading, rehearsing, and revising their texts. Meanwhile, less-skilled writers tended to employ linear and less recursive strategies. Furthermore, subsequent studies need to be conducted using these research findings and suggestions.

Creating a Support Structure for Academic Writing and Publication Support

2015 ◽  
pp. 21-37
Author(s):  
Tonette S. Rocco ◽  
Lori Ann Gionti ◽  
Cynthia M. Januszka ◽  
Sunny L. Munn ◽  
Joshua C. Collins
Keyword(s):  
Graduate Students ◽  
Undergraduate Students ◽  
Academic Writing ◽  
Writing Center ◽  
Writing Centers ◽  
Scholarly Writing ◽  
Support Structure ◽  
Writing For Publication ◽  
Insight Into ◽  
The Way

Although research and writing for publication are seen as important responsibilities for most graduate students and faculty, many struggle to understand the process and how to succeed. Unfortunately, writing centers at most universities do not cater to these kinds of needs but rather to course-specific needs of undergraduate students. This chapter presents and explains the principles underlying Florida International University's establishment of The Office of Academic Writing and Publication Support, an office specifically designed to aid the scholarly writing efforts of graduate students and faculty. In doing so, this chapter aims to describe strategies and programs for the improvement of scholarly writing, provide insight into the kind of learning that can take place in a university writing center, and reflect on successes and missteps along the way. This chapter may be especially helpful to educators who seek to create similar offices or services at their own institutions.

scholarly journals Reading - Based Writing Model: A blended learning alternative

2021 ◽  
Vol 6 (2) ◽  
pp. 164-180
Author(s):  
Yenni Rozimela
Keyword(s):  
Blended Learning ◽  
Academic Writing ◽  
Relevant Literature ◽  
Writing Skills ◽  
Teaching Writing ◽  
Needs Analysis ◽  
Validation Process ◽  
Efl Learners

ABSTRACT Writing is often regarded as a difficult skill to acquire by majority of EFL learners. Teaching writing is also unquestionably challenging. It is argued that an essential effort to assist learners is having them explore information to write through reading topic and genre- related sources extensively. This article seeks to explain the result of a study employing R&D method to develop a Reading-Based Model to teach academic writing. It will report the results of the needs analysis briefly and then explain the model itself. The data about the students' needs of writing according to the students and the writing lecturers were collected through questionnaire and interview. The results of needs analysis and relevant literature confirmed that reading prior and during writing is elemental. The syntax of the model was developed on the basis of literature dealing with the principles of reading-writing relations and the Genre-based Approach. It consists of 4 main stages. Some activities within each stage can be carried out online. The model has gone through a validation process by two experts (two experienced lecturers teaching writing skills). The model was considered valid by the experts; a few recommendations were concerned with additional activities.

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 Graduate Transitions

2020 ◽  
Vol 30 ◽  
pp. 264-289
Author(s):  
Jordan Stouck ◽  
Lori Walter
Keyword(s):  
Graduate Students ◽  
Academic Writing ◽  
Academic Literacy ◽  
Future Research ◽  
Focus Group Interviews ◽  
Research Areas ◽  
Institutional Expectations ◽  
Group Interviews ◽  
Perceived Experiences

This exploratory study researches the experiences of Canadian graduate students as they pursue writing tasks for their degree. It also explores the supports currently utilized by such students and the need for additional supports. The research uses a case study design based on qualitative focus group interviews to provide detailed information regarding graduate students' perceived experiences with their academic writing tasks and available supports. The approach is informed by academic literacy theory. Graduate students who participated in this study identified a transition in voice, increased pressure to publish and professionalize, and misalignments between their own and supervisory and institutional expectations, which resulted in some interrogation of institutional norms. They utilized Writing Centre, online and supervisory supports, but called for additional ongoing and peer support. The study has implications for the development of new, collaborative and peer-based writing supports, as well as identifying future research areas related to interdisciplinary degrees.

Exploring professors’ experiences supporting graduate student well-being in Ontario faculties of education

2019 ◽  
Vol 8 (4) ◽  
pp. 397-411
Author(s):  
Vera Woloshyn ◽  
Michael J. Savage ◽  
Snezana Ratkovic ◽  
Catherine Hands ◽  
Dragana Martinovic
Keyword(s):  
Graduate Students ◽  
Graduate Student ◽  
Well Being ◽  
Future Research ◽  
Structured Interviews ◽  
Content Type ◽  
Inclusive Learning ◽  
Ontario Education ◽  
Faculties Of Education ◽  
Diverse Groups

PurposeThe purpose of this paper is to explore Ontario education professors’ perceptions of well-being, document ways in which they support graduate students’ well-being and discuss perceived challenges in doing so.Design/methodology/approachA basic interpretative design was used, with participants consisting of seven (four females, three males) tenured professors from five faculties of education in Ontario, Canada. Participants completed one to two semi-structured interviews. Interviews were audio recorded, transcribed for member checking and read holistically to identify emergent themes across participants.FindingsParticipants provided multifaceted representations of well-being and reported that supporting graduate students’ psycho-socio-emotional well-being was a critical aspect of their role. They discussed the intentional use of specific strategies including creating inclusive learning environments, nurturing caring relationships, providing academic accommodations and promoting relevant on-campus supports and services. Finally, participants identified factors that challenged their abilities to support graduate students’ wellness including institutional norms and expectations, shifting student demographics and uncertainties with respect to professional capacities.Practical implicationsGraduate student mentorship should be included in the faculty reward system. The provision of private, specialized services offered by trained personnel is also recommended. Future research is needed to explore faculty experiences supporting and mentoring diverse groups of graduate students.Originality/valueWhile limited in participant numbers and educational jurisdiction, this research extends current mentoring models by adding a mental health and well-being component, thus bridging gaps between well-being and graduate mentorship in higher education.

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