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Academic Writing: Perceptions of Students of Human Sciences and Engineering Sciences at a Chilean University
This paper presents an exploratory cross-sectional quantitative study, whose main goal was to know the perceptions among two student groups from a Chilean university about academic writing. The first group was enrolled in a program in the field of human sciences (20 students in the translation program) and the second was enrolled in engineering sciences (32 engineering students). For this purpose, a Likert questionnaire, based on a scale to identify problems in academic writing and on approaches addressing the need to consider five dimensions covering the before, during and after writing stages. The results show that students of engineering sciences perceive greater difficulties in facing writing. In the dimensions of textualization and revision, statistically significant differences were observed between both groups. This demonstrates the need to teach to write in different specialized fields at the university.
Journal Article
Thesis and Dissertation Writing in a Second Language
Fully updated and packed with new material, the second edition of Thesis and Dissertation Writing in a Second Language is the ideal guide for non-native speaker students and their supervisors working on writing a thesis or dissertation in English.
Considering the purposes of thesis and dissertation writing alongside writer/reader relationships, this book uses accessible language and practical examples to discuss issues that are crucial to successful thesis and dissertation writing. This edition offers:
Insights into the experience of being a doctoral writer, issues of writer identity, and writing with authority
Typical language and discourse features of theses and dissertations
Advice on the structure and organisation of key sections
Suggestions for online resources which support writing
Extracts from completed theses and dissertations
Guidance on understanding examiner expectations
Advice on publishing from a PhD
Suitable for students from all disciplines, Thesis and Dissertation Writing in a Second Language is essential reading for non-native speaker students looking to complete a thesis or dissertation in English.
eBook
University Instructors’ Attitude Towards Writing Academic Articles in English for Publication: Voices From Indonesia
Grasping varying purposes of English in scientific publications has become a critical point for many scholars (Cargill & Burgess, 2017). The present study examines the attitudes of Indonesian university teachers towards writing scholarly works in English for publication. It also explored whether teachers' perceptions varied based on gender and specific areas of expertise (English and non-English). Applying the convenience sampling technique, this research included 50 lecturers from public and private institutions in North Sumatra, Indonesia, separated into EFL and non-EFL instructors. Additionally, the participants were split into male and female subgroups. A survey method was utilized to collect the data, and SPSS version 23.0 was adopted to analyze the data. The findings demonstrated that the instructors had a favorable outlook on publishing scholarly works in English. Although there were no statistically substantial distinctions in responses between female and male lecturers or English and non-English lecturers, gender and their area of expertise in education influenced their views on the necessity of authoring academic papers in English for publication. Given that attitude strongly influences whether or not a person will change their behaviour, the degree to which a person has a positive attitude about writing may have a bearing on how effectively they write. Therefore, academics' constructive stances in composing journal articles must be bolstered. Such ideals can be accomplished through hands-on activities such as actual writing practices and participation in academic writing seminars and workshops.
Journal Article
Collective meaning-making in collegial conversations: teacher educators' talk about students' academic writing
This study explores ways in which a group of teacher educators co-construct knowledge about students' academic writing and aspects of academic writing instruction in collegial conversations. Analysing the communicative projects, communicative acts and types of talk in 22 episodes from four collegial conversations, it investigates how the teacher educators' talk and interaction may present opportunities for joint meaning-making in this respect. The analysis shows that the teachers' talk was predominantly cumulative and descriptive, reflecting a focus on collegial consensus. However, it also suggests that descriptive talk may hold transformative capacities in meaning-making contexts as it provides the teachers with opportunities to interthink about students' academic writing and aspects of their own instructional practices. Interestingly, while exploratory talk was employed in conversations about specific teaching practices, cumulative talk occurred primarily in conversations about perspectives on students' writing. It is also interesting to note that, with respect to students' academic writing, these teacher educators appear to perceive teacher education as its own disciplinary field with its own conventions. The study concludes that collegial conversations may provide spaces where teacher educators can engage in collective meaning-making, and that such conversations may promote a greater collective awareness of students' academic writing and academic writing instruction in teacher education.
Journal Article