scholarly journals WIKISPACES AS A MEANS TO DEVELOP ACADEMIC WRITING SKILLS OF EFL UNIVERSITY STUDENTS AND THEIR ATTITUDES TOWARDS IT.

2016 ◽  
Vol 97 (2) ◽  
pp. 29-44
Author(s):  
رضوى عزت محمد محمد
Keyword(s):  
University Students ◽  
Academic Writing ◽  
Writing Skills

British Students' Academic Writing

2013 ◽  
Vol 27 (2) ◽  
pp. 139-147 ◽  
Author(s):  
Nabil Sultan
Keyword(s):  
Secondary School ◽  
University Students ◽  
Academic Writing ◽  
Government Policy ◽  
Writing Skills ◽  
Coalition Government ◽  
Remedial Measures ◽  
Essay Writing ◽  
The North ◽  
Word Selection

The problem of poor academic writing among British university students is a major cause of concern for universities and their tutors; and it is also of concern to employers struggling to recruit individuals able to communicate clearly and accurately. This article reports on a study designed to highlight some of the reasons for the lack of writing skills, with a view to identifying remedial measures that could be taken to address the problem. The object of the study is an Academy (secondary school) in the North of England, referred to as Northland Academy (NA), one of the new Academies first introduced by the Labour Government in 2000 and now enthusiastically endorsed and promoted in England by the current UK Coalition Government. A first group of students at NA was given relatively simple tests of punctuation and word selection and essay writing; and, separately, a second group was presented with a research proposal and given the task of writing an essay on it. It is suggested that a change in Government policy is needed in order to emphasize and include the importance of academic writing for secondary and FE students intending to progress into HE.

scholarly journals Pengembangan kompetensi digital academics writing berbasis COST untuk remaja di Puri Cinere Hijau Depok

2020 ◽  
Vol 16 (2) ◽  
pp. 165-177
Author(s):  
Anita Diana ◽  
Reva Ragam Santika
Keyword(s):  
University Students ◽  
Community Service ◽  
Academic Writing ◽  
Positive Impact ◽  
Writing Skills ◽  
Writing Quality ◽  
School Students ◽  
Knowledge And Skills ◽  
Microsoft Word ◽  
Training Content

[Bahasa]: Tujuan Pengabdian Kepada Masyarakat (PKM) ini adalah untuk meningkatkan pengetahuan dan keterampilan kepada para remaja tentang membuat digital academics writing yang berbasis COST (comprehensive, objective, systematic, trusted) sehingga dapat Meningkatkan wawasan pengetahuan tentang menulis makalah atau karya tulis yang baik dan benar. Disamping itu juga meningkatkan hubungan dan kerjasama antara Universitas Budi Luhur dengan Warga Puri Cinere Hijau Depok sebagai mitra. Metode yang digunakan adalah survey, wawancara, penyampaian materi dan praktikum serta memberikan kuesioner sebagai feedback dari mitra dan evaluasi dari kegiatan PKM. Kesimpulan dari kegiatan ini menunjukkan bahwa pelatihan penggunaan aplikasi Microsoft Word dalam pembuatan digital academics writing yang berbasis COST berjalan dengan baik dan terbukti berdasarkan Analisis angket menunjukkan bahwa respon remaja terhadap Evaluasi pelatihan untuk meningkatkan keterampilan dalam Digital Academics Writing berbasis COST dengan rata-rata persentase sebesar 71%. Serta berdasarkan hasil evaluasi proses pelatihan menunjukkan 90% peserta setuju isi materi pelatihan jelas dan mudah dipahami, 80% Tutor memberi kesempatan untuk bertanya, 90% peserta sangat setuju bahwa tutor mampu menjawab pertanyaan peserta dengan jelas, 70% Peserta setuju bahwa tutor membantu dalam memahami materi yang disampaikan contoh latihan jelas dan mudah dipahami. Pelatihan ini meningkatkan kompetensi remaja  dalam bidang menulis makalah atau bentuk digital academic writing lainnya serta memiliki dampak sangat positif bagi remaja khususnya pelajar dan mahasiswa dalam menyelesaikan tugas harian sekolah atau kampus dan juga sebagai modal dalam penyusunan makalah dan skripsi nantinya. Kata Kunci: digital academics writing, COST [English]: This community service aims to increase teenagers’ knowledge and skills on how to make Digital Academics Writing based by COST (comprehensive, objective, systematic, trusted) to increase their writing quality. It also improves relations and cooperation between Budi Luhur University and the partner (Puri Cinere Hijau Depok residents). The methods used were surveys, interviews, expository, and practicum. Questionnaires were also given to the participants as an evaluation of the program. The training on using Microsoft Word application to create Digital academic Writing based on COST was running well. The questionnaire results showed that the program improved participants’ Digital Academics Writing skills based on COST with 71% average. The evaluation of the training reveals that 90% of the participants agreed that the training content is clear and understandable, 80% agreed that the tutor facilitated a discussion, 90% strongly agreed that the tutor could answer the participants’ questions clearly, and 70% agreed that tutor had helped the participants to understand the delivered lesson, and appropriately given the exercises. The program has improved the participants’ competence in writing papers or another digital academic writing form. Also, it gives a strong positive impact on school students and university students to complete their daily school or college tasks and as a preparation for writing the thesis. Keywords: digital academics writing, COST

scholarly journals EXPLORING THE BEST WAYS TO SUPPORT FIRST YEAR UNIVERSITY STUDENTS’ ACADEMIC WRITING SKILLS

2014 ◽  
pp. 111
Author(s):  
Rossana Perez del Aguila
Keyword(s):  
University Students ◽  
Academic Writing ◽  
Writing Skills ◽  
First Year ◽  
First Year University

<p>Este artículo presenta los resultados de un proyecto de investigación - acción realizado en 2012 con estudiantes del primer año en la carrera de ‘Estudios de la Educación’ en una Universidad de Inglaterra. La finalidad del proyecto fue explorar las mejores formas de apoyar las habilidades de redacción académica de los estudiantes. La revisión de la literatura identifica los desafíos que los estudiantes enfrentan al tratar de aprender el discurso de la disciplina; y a la luz de este análisis una reflexión de las fortalezas y debilidades de mi propia práctica provee el contexto para llevar a cabo una proyecto de investigación - acción. Los métodos de recolección de datos que se usaron para evaluar la intervención de enseñanza fueron: cuestionarios, entrevista semiestructurada con estudiantes, análisis de contenido (retroalimentación) de los trabajos finales de los estudiantes. Los resultados de la investigación demuestran que las dificultades de redacción de los estudiantes están relacionadas con su esfuerzo por entender los conceptos especializados, teorías y métodos de la disciplina.</p>

scholarly journals Exploring ESL Students’ Current Competency and Needs in Academic Writing Skills at University

Sains Insani ◽  
2021 ◽  
Vol 6 (2) ◽  
Author(s):  
Nur Yasmin Khairani Zakaria ◽  
AMELIA ABDULLAH ◽  
SITI NAZLEEN ABDUL RABU
Keyword(s):  
University Students ◽  
Academic Writing ◽  
Teaching And Learning ◽  
Writing Skills ◽  
Higher Learning ◽  
Graduation Requirement ◽  
Review Section ◽  
Academic Paper ◽  
Main Instrument ◽  
Learning Institutions

Mastering academic writing is one of the skills to be acquired by all university students. Ability to master academic writing skills enables university students to be more competent in presenting ideas and information related to their field. Inability to master required skills in academic writing will consequently impact the students’ performance in fulfilling the graduation requirement. Generally, students in higher learning institutions (HLIs) are constantly struggling with unfamiliar styles and mechanisms in academic writing. The current situation subsequently resulted students’ incompetency in presenting their ideas and discussion. In this study, the researchers aim to discover the students’ expectation for an academic writing skills course and their current competency academic writing skills. An adapted questionnaire from Choo (1998) was used as the main instrument in this study to 65 undergraduate TESL students in public higher learning institution (HLI) in Malaysia. Analysis of data was done quantitatively using statistical software. Results from the analyses revealed that more than half of the respondents (76.9%) agreed that academic writing skills are regarded as complex skills to be acquired. In addition, the results also yielded that almost half of the respondents (46.2%) believed that literature review section is the most difficult section in an academic paper. Results from this study will be able to guide future researchers and educators in producing more teaching and learning related to academic writing mastery.

scholarly journals University Students’ Attitude towards Affective Domain of Academic Writing: Gender Differences and Association with Achievement

2019 ◽  
Vol 2 (2) ◽  
pp. 93-102
Author(s):  
Bashir Hussain ◽  
Imtiaz Ahmad Warraich ◽  
Aiman Mumtaz
Keyword(s):  
Gender Differences ◽  
University Students ◽  
Academic Writing ◽  
Demographic Data ◽  
Writing Skills ◽  
Total Sample ◽  
Affective Domain ◽  
Cluster Method ◽  
Basic Language ◽  
Basic Source

Language is the very basic source of transferring ideas, thoughts, beliefs, and feelings to others, and, therefore, plays highly important role in academic life of a student. Among the four basic language skills, the role of writing skill is considered the strongest for the development of the learners. Of the writing skills, students’ academic writing skills is highly focused area, as it is a mean of written communication and, therefore, essential for the academic and professional achievement of learners. Research demonstrates that students’ academic writing skills are also linked with their attitude towards writing in all domains of Bloom’s taxonomy i.e., cognitive, affective, and the behavioral. Considering the importance of the affective domain of students’ academic writing, this research is especially focused on examining university students’ attitude towards affective domain of academic writing. Furthermore, current research study would also examine students’ attitude towards affective domain of academic writing from the perspectives of gender differences, discipline-wise differences, undergraduate and postgraduate differences, and its association with students’ achievement. The current study is descriptive in nature and uses survey research design. For sampling, multistage cluster method was adopted. Total sample size of the current study comprised 972 university students. Tool of the study was a questionnaire, which comprised two sections. The first section of questionnaire focused on collecting demographic data from the participants, while the second section comprised five-point Likert scale, with a set of ten statements regarding students’ attitude towards affective domain of academic writing. First comprised arithmetic mean and SD, while t-test was used from inferential statistics. The results showed that although university students from Multan City have low moderate positive attitude towards Blooms’ affective domain of academic writing, but some gender and discipline-wise differences exist.

A Need Analysis in Academic Writing by Using Integrative-Based Approach: The Perspective of University Students

2020 ◽  
Author(s):  
Helaluddin Helaluddin
Keyword(s):  
Short Stories ◽  
University Students ◽  
Academic Writing ◽  
Integrative Approach ◽  
First Semester ◽  
Need Analysis ◽  
Initial Stage ◽  
Academic Genres ◽  
The University ◽  
Academic Year

This article discusses the needs and interests of the university students in Banten Indonesia for learning to write with an integrative approach as an initial stage in the development of academic writing textbooks. The participants in this study were 60 students in the first semester of the 2018/2019 academic year who took an Indonesian language course. It was found that students were familiar with writing activities. But the majority were limited to non-academic genres such as writing poetry, short stories, and writing personal blogs. Also, students have almost the same problems in academic writing, both from linguistic aspects, technical aspects, to issues of developing writing ideas. Another thing that was found in this study was the participation of lecturers who they expected in guiding and providing input during academic writing learning.

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.

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