scholarly journals On the Rocky Road to Academia: Stumbling Blocks for Finnish Engineering Students with English as a Second Language

2020 ◽  
Vol 10 (6) ◽  
pp. 36
Author(s):  
Hanna Niemelä ◽  
Johanna Naukkarinen
Keyword(s):  
Second Language ◽  
Communication Skills ◽  
Situated Learning ◽  
Academic Writing ◽  
Learning Process ◽  
Engineering Students ◽  
Textual Analysis ◽  
Writing Skills ◽  
Academic Education ◽  
Scientific Publications

Communication skills, especially academic writing skills in English, are vital for a successful career in the global scientific community. Finnish engineering students, however, seem to encounter problems when preparing their scientific publications in English as a second language (ESL) for international forums. Thus, these skills should be enhanced at all levels of academic education to promote students’ development as experts in their field. The paper describes challenges faced by engineering students in academic writing and seeks solutions to promote students’ learning process. In addition to communication issues, the paper enlightens the environment and conditions in which the engineering students operate. By an interpretive study, the paper examines texts written by Finnish engineering students. The qualitative textual analysis is based on Systemic Functional Linguistics. Further, the paper discusses learning of academic writing from the perspective of situated learning. Based on the textual analysis, the paper identifies challenges and problems in academic writing, namely unfamiliarity with publication practices, grammar and terminology problems, unawareness of academic discourse strategies, such as hedging and the use of cohesive devices, and challenges with handling feedback. To enhance students’ competences in academic communication within their discipline, guidance and training of communication skills should be integrated into relevant technical and academic contexts throughout the engineering studies. Thus, in addition to thesis writing, argumentation and writing skills and the use of databases can be enhanced for instance by writing course reports in the form of academic papers. Individual consultation also plays a key role in the situated learning process.

scholarly journals Learner autonomy, self-regulation skills and self-efficacy beliefs – How can students’ academic writing skills be supported?

2020 ◽  
Vol 10 (2) ◽  
pp. 381-402
Author(s):  
Åsa Mickwitz ◽  
Marja Suojala
Keyword(s):  
Academic Writing ◽  
Learning Process ◽  
Self Efficacy ◽  
Self Regulation ◽  
Writing Skills ◽  
Efficacy Beliefs ◽  
Traditional Learning ◽  
Multiple Choice Questions ◽  
Regulatory Strategies ◽  
Academic Settings

Abstract High self-efficacy beliefs and effective self-regulatory strategies are increasingly important in academic settings, and especially in developing academic writing skills. This article deals with how students develop academic writing skills in two different pedagogical settings (as autonomous learners and in a traditional learning environment), and how this is associated with the students’ self-regulatory strategies and self-efficacy beliefs. In the study, self-regulatory skills referred to the ability to take charge of, manage and organize the learning process, while self-efficacy beliefs were defined as the strength of students’ confidence to accomplish an extensive task and sense of succeeding. The method was quantitative, including some qualitative elements, and data was elicited through a survey answered by 150 students, after they had attended courses in academic writing. The survey consisted of 1 open-ended question and 16 multiple-choice questions (a five-point Likert scale). The data was analyzed using SPSS. The results show that self-regulatory skills and self-efficacy beliefs have a greater impact on learning academic writing skills in traditional learning settings than in learning settings where the students are supposed to work more independently, and where teacher support is not available to the same extent.

scholarly journals Challenges in the Application of Genre Theory to Improve L2 Academic Writing: Effective Reports and Assessment

2016 ◽  
Vol 1 (1) ◽  
Author(s):  
Maria Martinez Lirola ◽  
Derek S. Irwin
Keyword(s):  
Academic Writing ◽  
Learning Process ◽  
Writing Skills ◽  
Careful Consideration ◽  
Genre Theory ◽  
Standard English ◽  
Theory Approach ◽  
Report Writing ◽  
Systemic Functional Linguistic ◽  
Teaching Learning

This paper examines the application of a systemic-functional linguistic (SFL) Genre Theory approach to an L2 classroom in Spain, where English systems and their formal and functional characteristics were explicated in the teaching-learning process in order to help students improve their writing skills. It analyses various facets of the effectiveness of this approach through a careful consideration of student report writing, first by analysing the assessors’ marking parameters and concentration, and second by thoroughly going through the papers themselves to summarise the nature and quantity of the various writing issues, paying particular attention to areas in which the existing assessment was questionable, incorrect, or not indicating errors in standard English.

scholarly journals Using Community Service Learning to Develop the Writing Skills of Engineering Students

2011 ◽  
Author(s):  
Lisa Meyer ◽  
Helen Triantafellou ◽  
Kim Davis
Keyword(s):  
Service Learning ◽  
Community Service ◽  
Communication Skills ◽  
Engineering Students ◽  
Writing Skills ◽  
Effective Communication ◽  
Community Service Learning ◽  
Community Based ◽  
Engineering Communication ◽  
Audience Awareness

In our Engineering Communication Skills classrooms we aim to provide a meaningful setting in which students move from the classroom sphere to the professional sphere of writing. In this paper, we report on how we can use community service learning (CSL) to bridge these two spheres of writing. We show how the necessity of effective communication with community-based clients leads to audience awareness and subsequent acquisition of professional Engineering communication skills.

scholarly journals Academic Writing: Difficulties and Possible Solutions for Engineering Students

2020 ◽  
Vol 29 (10) ◽  
pp. 77-85
Author(s):  
L. M. Bolsunovskaya ◽  
I. E. Rymanova
Keyword(s):  
Academic Writing ◽  
Reading Skills ◽  
Engineering Students ◽  
Language Skills ◽  
Writing Skills ◽  
Writing Difficulties ◽  
Poor Reading ◽  
Know How ◽  
Expert Opinions ◽  
Remedial Strategies

Academic writing is considered to be the most challenging and difficult skill in terms of English as a Second Language. This study critically explores the obstacles in academic writing faced by students at Tomsk Polytechnic University, Russia. To investigate, a comprehensive questionnaire has been floated among professional teachers to get their expert opinions (about students’ obstacles in writing) in order to identify some problems and form effective remedial strategies eventually. This paper focuses on the two significant aspects of academic writing, namely language skills (LS) (Grammar etc.) and writing skills (WS) (writing itself as a skill). Equally relevant to the issue are organization, coherence, and connectivity. The authors claim that Russian learners have poor learning background in writing skills due to the lack of balanced syllabus and teaching technologies. Aside from this, only determining problems is not sufficient to take students out of writing phobia. Furthermore, it is necessary to point out the fact that poor reading skills also lead to this kind of disappointment. Most of Russian learners do not know how to initiate their composition (essays). This paper will prove to be an academic contribution to improve the writing skills among ESL/EFL Russian learners in general and students of Tomsk Polytechnic University in particular. The presented analysis should also be of interest to researchers in other countries (universities) in which the field of academic writing is emerging.

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 MENUMBUHKAN KEMAMPUAN MENULIS AKADEMIK DENGAN TEKNIK IN STAGES GUIDANCE

2021 ◽  
Vol 17 (2) ◽  
pp. 193-202
Author(s):  
Dedi Heryadi
Keyword(s):  
Academic Writing ◽  
Writing Skills ◽  
Field Testing ◽  
Initial Model ◽  
Scientific Publications ◽  
Learning Techniques ◽  
Learning Technique ◽  
Skills Testing ◽  
Research Procedure ◽  
Academic Year

ABSTRAKPenelitian ini bertujuan untuk mengetahui keefektifan teknik pembelajaran in Stage Guidance dalam menumbuhkan kemampuan menulis akademik mahasiswa.Dalam menguji keefetifan teknikpembelajaran tersebut, dikaji dengan menggunakan metode Penelitian dan Pengembangan (Rsearch Development)pada mahasiswa semester lima di Universitas Siliwangi tahu akademik 2018/2019. Prosedur penelitian yang ditempuh melalui tahapan (1) pemmbentukan model awal/konseptual, (2) pengujan lapangan model awal, (3) revisi model awal, (4) Pengujian lapangan model hasil revisi, (5) validasi model, (6) diseminasi model baik melalui forum ilmiah seperti seminar, maupun melalui publikasi ilmiah. Melalui tahapan tersebut diketahui bahwa model pembelajaran menulis akademik berbasis in stages guidance teruji keefetifannya dalam menumbuhkan kemampuan menulis akademik para mahasiswa. Peneliti merekomendasikan kepada para dosen unuk mencoba menggunakan teknik pembelajaran ini sebagai upaya mengkaji lebih dalam tentang  keterujian  keefektifannya.  Kata Kunci  : menulis akademik, in stages guidance, mahasiswa ABSTRACTThis research aimed to determine the effectiveness of in-Stage Guidance Learning Techniques in improving students' academic writing skills. Testing of the effectiveness regarding learning technique used the Research and Development method on fifth-semester students at Siliwangi University academic year 2018/2019. The research procedure was carried out through the stages (1) formation of the initial/conceptual model, (2) field testing of the initial model, (3) revision of the initial model, (4) field testing of the revised model, (5) model validation, (6) model dissemination either through scientific forums such as seminars or through scientific publications. Throughout these stages, it would be known that the in-stage guidance-based academic writing learning model has proven its effectiveness in improving students' academic writing skills. Therefore, the researcher recommended that lecturers try to use this learning technique to examine its effectiveness in depth.Key words: academic writing; in stage guidance; students

scholarly journals Teaching Engineering Conferences

2018 ◽  
Author(s):  
Thomas Zielke ◽  
Matthias Neef ◽  
Claudia Fussenecker
Keyword(s):  
Academic Writing ◽  
Engineering Students ◽  
Poster Session ◽  
Degree Programs ◽  
Scientific Publications ◽  
Modern Engineering ◽  
The World ◽  
Business Engineering ◽  
University Course ◽  
Experimental Technology

Abstract – This article is on a university course called Engineering Conferences. It has been developed by the authors and installed as a mandatory part of the curriculum in three master’s degree programs for engineering students. The participants of the course are postgraduates with different nationalities, mostly German, and different technical backgrounds. They study Mechanical Engineering, Simulation and Experimental Technology, or International Business Engineering.  The basic idea of the course concept goes far beyond simply teaching the standards of academic writing and skills for using scientific publications. By using a learnercentered approach, the students get engaged in typical activities around an active attendance of a real conference. Students learn to locate the field of their bachelor thesis or project report in the world of research communities, scientific journals and engineering conferences. They learn about conferences matching their bachelor/project topic. They write a paper complying with common academic standards, submit it to a mock-up conference, and review submissions of their fellow students. Students also produce a poster and have to defend it in a poster session held publicly on the campus. Engineering Conferences is a course on scientific communication and presentation that also aims at the development of other skills and competences needed in the world of modern engineering.  

scholarly journals EFL Students’ and Lecturer’s Perceptions on Collaborative Writing

2020 ◽  
Vol 7 (11) ◽  
pp. 83
Author(s):  
Ade Ismail ◽  
Ninuk Lustyantie ◽  
Emzir Emzir
Keyword(s):  
Conceptual Understanding ◽  
Academic Writing ◽  
Learning Process ◽  
Qualitative Method ◽  
Collaborative Writing ◽  
Writing Skills ◽  
Research Data ◽  
Positive Perception ◽  
Writing Courses ◽  
Efl Students

The study aims to explore in-depth students' and lecturer’s perceptions of collaborative writing. There are four perceptual focuses; conceptual understanding, forms of cooperation, writing skills, and classroom atmosphere. This study used a qualitative method involving 31 students who took academic writing courses and an English Lecturer. The research data were collected through questionnaire and analyzed descriptively. The results showed that students and lecturer had a positive perception of the collaborative writing model in terms of understanding concepts, forms of cooperation, writing skills, and a pleasant learning classroom atmosphere. One of the most dominant aspects of students' perceptions about collaborative writing is the development of cooperation between them in the learning process (Storch 2018), which improves their writing abilities and skills (Zhang 2018).  

Techniques for Teaching Communication Skills to the Millennial Generation

2009 ◽  
Author(s):  
Candice Bauer
Keyword(s):  
Communication Skills ◽  
Generation X ◽  
Millennial Generation ◽  
Engineering Students ◽  
Technical Writing ◽  
Lesson Plan ◽  
Team Building ◽  
Writing Skills ◽  
Lesson Plans ◽  
K 12

Techniques for teaching communication skills to engineering students of the Millennial Generation are reviewed. A detailed outline of the characteristics of the Millennial Generation are described and compared to the traits of other generations. The Millennial Generation has several distinct characteristics such as developing inclusive relationships, tolerating authority, and leading by collaboration. This contrasts with the characteristics of the Baby Boomers and Generation X (the majority of professors and the students’ parents); however, the characteristics align closely with the Traditionalist Generation (higher administration and the students’ grandparents). Strategies for working among the generations are detailed resulting in the creation of an understanding of how to teach to the Millennial Generation. In order to aid the understanding, lesson plans which focus on creating a learner-centered environment are detailed. The lesson plans include objectives, strategies, content, activities, assessment techniques, and ABET alignment. The topics include team building, effective meetings, a term project, writing skills, and speaking skills. Team building illustrates why and how a team achieves its objectives. Example activities include the development of a team charter. The effective meetings lesson plan details techniques on how to teach students project management skills. Criteria for developing term projects to match the Millennial Generation characteristics are detailed, and an example which also includes K-12 outreach activities is presented. The lesson plan for speaking and writing skills defines grading rubrics for the evaluation and assessment of technical writing and presentations. This work has been in development and implemented for nearly five years in a junior level, multidisciplinary course entitled, Engineering Communications, at the University of Nevada, Reno. The lesson plans are evaluated based on course evaluations, industry interviews, case studies, and an alumni survey.

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