Adult, Continuing, and Community Education An Academic Writing Needs Assessment of Clinical Investigators who have English as their Second Language (original) (raw)

An Academic Writing Needs Assessment of Clinical Investigators who have English as their Second Language

2003

The purpose of this project was to assess ESL clinical investigators' learning needs for academic writing for English scholarly publication. We used a qualitative evaluation approach to examine the gap between the current and desired proficiency level for academic writing of seven ESL clinical investigators. We considered the perspectives of these seven ESL clinical investigators and those of three mentors'

Review of: Essentials of Teaching Academic Writing

Journal of English for Academic Purposes, 2009

0805838902. US$44.95 paperback, $105.00 hardcover This essay reviews two works focusing on different approaches to teaching academic ESL writing. Both volumes present a plethora of teaching ideas for writing instructors of different levels of expertise and for teaching diverse student populations. Reid's more process-oriented book covers a variety of subjects from how to prepare for the first class to how to return evaluated papers. Conversely, Hinkel's volume focuses on the academic text itself, and provides insights about why ESL writers' texts appear inadequate or deficient. Together the authors cover a wide range of topics on teaching academic ESL writing and present a collection of extremely useful information for writing teachers to consider.

Academic Writing for Graduate-Level English as a Second Language Students: Experiences in Education

2015

Graduate-level ESL students in Education are future multicultural educators and promising role models for our diverse K-12 students. However, many of these students struggle with academic English and, in particular, writing. Yet little research or program development addresses the specific writing-support needs of this group. This article shares curriculum development for an Academic Writing Seminar serving linguistically diverse graduate students in Education. It reports on a study of the student backgrounds, writing experiences, writing selfefficacy, and instructional feedback preferences. Most participants had low writing self-efficacy and an eagerness to receive detailed feedback on grammar and mechanics in their writing. Problems in their writing were similar to common issues in college writing, but the participants expressed a distinct willingness to share their work for peer editing and conferences. Further research is needed on ways to mobilize such strengths and provide tar...

Teaching Writing to Adult English Language Learners: Lessons From the Field

Journal of Literature and Art Studies, 2016

For the past several decades, it has been clear that the ability to write texts for academic and professional purposes ("academic writing" in this article) is key to the success of adults in U.S. society-in school, in university courses, on tests that they need to take to progress through learning and into work, and in the workforce. Academic writing has specific features and involves approaches that are different from much of the writing that is done with adult learners, particularly those learning English as an additional language (e.g., described in reviews by Hinkel, 2015; Leki, Cumming, & Silva, 2008; and a survey by Rosenfeld, Courtney, & Fowles, 2004). However, a recent survey of adult educators, conducted by the authors, found that academic writing has not been a focus in many adult education programs, and teachers receive limited professional development in this area and instructional support in implementing it. This article describes the importance of academic writing at all levels of adult education, the key features of academic writing, and the current state of writing instruction in adult education programs. It then describes the motivation for, design, and outcomes of a survey of and interviews with adult educators across the country on their preparation for and instructional practices with academic writing (conducted in 2014 and 2015). Finally, it describes approaches that can be used in adult education programs to meet the writing proficiency needs of students at all levels and next steps that the adult education field might take.

Academic Writing Difficulties

Academic writing difficulties of ESL learners , 2015

This small-scale survey investigated the academic writing challenges of ESL learners. It aimed at answering two questions which are what are the academic writing difficulties encountered by ESL learners and what are the factors that may cause these difficulties? The subjects were 20 postgraduate students of four nationalities studying at a university in Australia. Two questionnaires were used to gather the data of this study. Questionnaire 1 contains closed questions. To support the quantitative data collected from the first questionnaire, 2 subjects were asked to complete a similar questionnaire and it mostly contains open-ended questions. The results suggest that the subjects tend to have similar difficulties in academic writing regardless of their previous educational contexts. The most common one is related to language use as well as coherence and cohesion. Others are related to writing own voice, finding relevant topics and sources; and the last and less problematic one is referencing and citations. Another conclusion which can be drawn is that a variety of factors may contribute to those difficulties. The main factor is the lack of previous experience and knowledge about the conventions of academic writing and the expectations of the institution they are studying at.

Appraising the Learning protocol of English Writing as a Fraction of English for Medical Purposes (EMP) in Faculty Members

2021

Purpose: The aim is to examine the effectiveness of the model applied during the teaching of academic writing in EMP. The study also investigates the participants' perceptions and impressions about applying the new teaching model and the material for the delivery of EMP and EMAP. Methodology/Approach/Design: This comparative study was conducted in 2020 at the Kashan University of Medical Sciences. A questionnaire was constructed consisting of 80 records, planned in five groups based on Premise Base and Conducive. The dialogue items were also applied to find out whether the participants benefited from the media-based attitude supplements in their learning of academic English writing classes. Data were released on chosen variables, their occupation, year of education, and knowledge of writing techniques. Results: The results of the study indicate that there were no important statistical differences at (a = 0.05) in the use of educational techniques. There are statistically importa...

Academic Writing Problems in L2 Settings: Realities and Need for Intervention

Journal of English Studies in Arabia Felix, 2022

Building on evidence from prior research, this literature review focuses on academic writing problems in ESL /EFL contexts, bringing to the fore emerging approaches to academic writing and calling for a shift from writing across the curriculum program to writing in specialized centers to propagate the integration of writing rather than some fixed tasks throughout the curriculum. For the study purpose, a theoretical-based descriptive thematic procedure was adopted, while at the same time providing pedagogical implications for automated writing and evaluation. As aside, instituting multimodal composition that fully engages all senses connects the linguistic and nonlinguistic (semiotic) dimension of meaning-making. It enhances written fluency and liberates learners from getting bogged down in grammatical flaws and beyond alphabetic literacy. Given the situation in the local Yemeni EFL context, the current review highlights that writing would remain in a state of limbo unless it is coupled with a timely intervention addressing the problems of writing from school to university in light of these refinements.

ACADEMIC WRITING (ENGLISH)

COURSE DESCRIPTION The course seeks to provide hands-on classroom training to develop competence in the academic use of English for scholarly communication. COURSE OUTCOMES After completing this course, the students will be able: 1. To develop academic writing behavior. 2. To understand the differences between everyday and academic use of language. 3. Have command over the structural and componential components of academic language. 4. Evaluate themselves where they are weak in academic writing and improve themselves. 5. Acquire disciplinary literacy to interact with academia, society, and the market. 6. Use technology and tools for academic writing

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

Sains Insani, 2021

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 ...