Academic literature on the topic 'Academic writing – Study and teaching (Higher) – Namibia'
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Journal articles on the topic "Academic writing – Study and teaching (Higher) – Namibia"
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Imaniar, Fahmy, Lies Amin Lestari, and Ahmad Munir. "The Teaching and Learning of Academic Writing Involving Critical Thinking in Higher Education." Journal of English Language and Literature 10, no. 1 (August 31, 2018): 975–81. http://dx.doi.org/10.17722/jell.v10i1.382.
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Academic writing and critical thinking are two things which strongly deal with higher education context, especially for EFL students. Unfortunately, the process of the teaching and learning which deals with the two aforementioned things was rarely researched. Hence, this current study aimed at revealing the process of teaching and learning of academic writing which involves critical thinking in higher education level. It was carried out through qualitative approach with non-participatory observation and interview as the data collection techniques. The participants were the subject teacher as the one who taught academic writing and also the students in the academic writing class. The result shows that the process of teaching and learning of academic writing consisted of several phases united into a set prevailing for each type of academic writing. Furthermore, critical thinking is engaged within almost all phases with different way of its existence. This study is expected to open eyes towards what occurs in the field, rather than to only value and judge.
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Abramova, I. E., and A. V. Ananyina. "Systematic Approach to Teaching Academic Writing: Practical Experience." Vysshee Obrazovanie v Rossii = Higher Education in Russia 30, no. 7 (September 8, 2021): 105–16. http://dx.doi.org/10.31992/0869-3617-2021-30-7-105-116.
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The article describes the practical implementation of an experimental model for teaching academic writing to non-linguistic students of humanities at three levels of higher education. Improving the quality of domestic scientific publications submitted to high-ranking journals requires new effective pedagogical technologies. Theory and methodology analysis, as well as empirical observations show that the problems faced by Russian-speaking authors of academic texts can be divided into two categories: strong Russian accent that creates the language barrier and hinders understanding, and flawed academic style that leads to the cross-cultural academic barrier. The described ten-year study involved 25 students of Petrozavodsk State University, aged 17 to 28, who subsequently completed bachelor’s, master’s and postgraduate programs. At each of the three stages, the participants completed a set of tasks aimed at consistent and systematic formation of academic writing competence through writing abstracts (bachelors), conference proceedings (master’s students) and full-text academic articles (postgraduate students). To collect and process the data, the researchers used an open-ended questionnaire, the observation method, expert assessment, and descriptive statistics. The study results showed that the systematic approach helps to effectively eliminate structural and stylistic writing problems over the course of studies. However, the difficulties associated with the manifestation of the Russian accent in written English-language academic discourse are more resistant. The authors make the conclusion that the systematic development of academic writing skills in English will help to overcome obstacles for the internationalization of Russian science.
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Fristiara, Cahyaning. "Self-Assessment: Its Roles for Higher Education Students In Academic Writing Class." ELS Journal on Interdisciplinary Studies in Humanities 1, no. 3 (September 25, 2018): 357–65. http://dx.doi.org/10.34050/els-jish.v1i3.5007.
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Self-Assessment is one kind of assessment technique that used by the teacher and conducted by the students in making grade of learning. By using this kind of assessment, students are stimulated to find strength and weakness in learning process, to assess the understanding about material given by the lecturer, and to judge the achievement in Academic writing class. This paper aimed to investigate the roles of self-assessment in Academic Writing Class. Purposive sampling used as sampling technique, where 5 students in Academic Writing Class involved as research sample. Self-assessment questionnaire applied in this research to know the roles of self-assessment in Academic Writing class. Interview also conducted in collecting some additional information regarding the student difficulties in conducting self-assessment. The result of the study showed that the use of self-assessment in Academic Writing class is important to know students strength and weakness in teaching and learning process, to increase the motivation in writing, and to improve the writing performance. This research expected to give contributions in the educational development especially encourages student’s awareness to optimize the use of self-assessment in Academic Writing Class and as consideration for the teachers in conducting assessment process in the teaching and learning activity.
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Hundarenko, Olena. "Students’ Perspectives on Academic Writing in European Higher Education (Based on 2019 Erasmus Teaching Experience in Slovak and Hungarian University)." Revista Romaneasca pentru Educatie Multidimensionala 12, no. 4 (2020): 87–102. http://dx.doi.org/10.18662/rrem/12.4/335.
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Although studies on the approaches and methods of teaching Academic Writing in university classroom are extensive, comparative studies on students’ evaluation of the classroom strategies and techniques applied are still scant. Therefore, this research implies a quantitative study based on comparative analysis of Slovak and Hungarian EFL learners’ responses on a special questionnaire in English Academic Writing. The objective of the study was to explore senior university students’ attitude to the academic writing tasks, specificity of a writing program at the university, its advantages and disadvantages; to evaluate their own writing abilities and provide recommendations concerning feedback and writing instructions in class along with the ways of their improvement. It accords to the area of study on effective writing assignments, techniques and methods involved in everyday practice in Central European universities, which can make academic writing both a productive and joyful tool in English language acquisition process.
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Yundayani, Audi. "ENGLISH WRITING NEEDS FOR ACADEMIC PURPOSES IN FORMAL HIGHER EDUCATION." Journal of English Language and Literature (JELL) 2, no. 01 (August 22, 2018): 1–8. http://dx.doi.org/10.37110/jell.v2i01.11.
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The study aimed to get the understanding about the learners’ needs of English writing skill for academic purposes in formal higher education. As a part of English for Specific Purposes (ESP), English for Academic Purposes (EAP) should play an important role in English teaching for non English program, specifically in higher formal education. This is a descriptive research that used observation, questionaire and interview. The data analysis and interpretation indicates that, 1) Learners’ proficiency in English writing for Academic Purposes in formal higher education is a must for use to enhance the learners’ academic performance. It is important for the lecturer to provide the suitable learning material and learning technique based on the requirement; 2) Learners’ English writing skill for academic purposes needs require ability in summarizing, paraphrasing, writing in academic genres like essays, reports and literature reviews, and writing in rhetorical-functional like explaining, defining and drawing conclusion
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Lustyantie, Ninuk, Fernandes Arung, and Dhinar Ajeng Fitriany. "Re-designing the Higher Order Thinking Skills (HOTS) Approach for Academic Writing Students." Research, Society and Development 8, no. 10 (August 24, 2019): e488101420. http://dx.doi.org/10.33448/rsd-v8i10.1420.
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This study was conducted to identify learning requirements, objective condition, and learning design of academic writing based on Higher Order Thinking Skills (HOTS) approach which took in Language and Arts Faculty in Jakarta State University. It used qualitative, quantitative approach and ground method with the procedure includes conducting initial research (pre-development), designing academic writing learning design, examining and revising the result of academic writing learning design and effectiveness examination. The result showed that the requirements of academic writing learning indicate a gap between student’s requirement and learning situation. Afterward, the researcher also conducted the second research to resolve the condition. The second research was learning tools development in the form of semester lecture program plan, unit learning plan and teaching material description. After conducting the effectiveness examination, it was proven that academic writing learning based in HOTS is effective. Thus, the result of this study was recommended for academic writing process in university.
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Chernysheva, M. A., A. O. Kozlova, and E. V. Donova. "Teaching Academic English to Russian-speaking Academic Staff: The Case of the Office of Academic Writing." Vysshee Obrazovanie v Rossii = Higher Education in Russia 28, no. 10 (November 1, 2019): 50–57. http://dx.doi.org/10.31992/0869-3617-2019-28-10-50-57.
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The paper discusses the preliminary results of teaching academic writing to scientific and academic staff at South Ural State University (national research university) within the framework of advanced training courses. The 36 and 72-hour training programs were developed by the academic and methodological department of the Office of Academic Writing. The Office was opened at the university in 2016 in order to improve the academic literacy of the university’s academic staff, develop professional communication skills in English, and assist authors who aspire to get their papers published in top rated scientific journals indexed in the scientific citation databases Scopus and Web of Science. Upon completion of these programs, authors of scientific papers gain knowledge about the basics of academic writing, the structure of a scientific paper, the English scientific style and its lexical and grammatical features, as well as editing a paper, working with scientific citation databases, and elaborating a publishing strategy. We conducted a study from October 2016 to December 2018 and calculated data on the attendees’ affiliation (an institute or higher school), the contingent (position), and the importance of the offered training programs (the number of attendees in each course). The obtained data indicates that representatives of social-humanitarian and technical fields show a special interest in the courses. The courses of academic writing are most popular among associate professors who have experience in publishing papers in Russian. Authors are especially interested in intensive practice-oriented programs. Upon completion of the courses and with the support of the Office of Academic Writing, attendees prepared scientific texts in English and submitted them to top rated journals and conference proceedings. The educational activity of the Office of Academic Writing can be developed through elaboration and implementation of new advanced training programs, including the distance ones. Their effectiveness will be evaluated by an increase in the publication activity of the university’s employees.
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Khoirunnisa, Khoirunnisa. "Reading Habits and Its Effect on Academic Writing Skill: A Study of Master Degree Students." JELE (Journal of English Language and Education) 4, no. 1 (July 2, 2018): 43. http://dx.doi.org/10.26486/jele.v4i1.298.
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Nowadays, students centered became a popular strategy in English Language Teaching (ELT). Teacher preferred to become a facilitator in the learning activity. Thus, as the learner, students should do an activity that had a big effect on their learning process. Reading was one of the important activity that had a great advantage to increase students writing skill. They should take reading as their habitual activity to get a significant improvement of learning achievement. In the context of higher education, reading activity was a basic requirement to start an activity in academic work such as writing a scientific journal. Through reading, they could get new information from the text. Then, it could be synthesized, evaluated, and implicated as the prior knowledge or supporting information in their writing. The aim of this study was to examine the reading habit of master degree students’ and its effect on their academic writing skill. Twenty students from the master degree of Sebelas Maret University, Indonesia were selected to participate in the study.The data collected through an e-survey analyzed qualitatively. The finding indicated reading habit was crucial for students’ academic writing skill. Furthermore, the conclusion discussed the implication of the finding in relation with teaching advanced learner.Nowadays, students centered became a popular strategy in English Language Teaching (ELT). Teacher preferred to become a facilitator in the learning activity. Thus, as the learner, students should do an activity that had a big effect on their learning process. Reading was one of the important activity that had a great advantage to increase students writing skill. They should take reading as their habitual activity to get a significant improvement of learning achievement. In the context of higher education, reading activity was a basic requirement to start an activity in academic work such as writing a scientific journal. Through reading, they could get new information from the text. Then, it could be synthesized, evaluated, and implicated as the prior knowledge or supporting information in their writing. The aim of this study was to examine the reading habit of master degree students’ and its effect on their academic writing skill. Twenty students from the master degree of Sebelas Maret University, Indonesia were selected to participate in the study.The data collected through an e-survey analyzed qualitatively. The finding indicated reading habit was crucial for students’ academic writing skill. Furthermore, the conclusion discussed the implication of the finding in relation with teaching advanced learner.
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Tsuroyya, Chasna. "STUDENTS’ PERCEPTION ON PEER CORRECTION IN ACADEMIC ENGLISH WRITING: A CASE STUDY IN A HIGHER EDUCATION." Research and Innovation in Language Learning 3, no. 2 (June 1, 2020): 85. http://dx.doi.org/10.33603/rill.v3i2.3108.
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Peer correction has taken an important role in language teaching and learning as in contribution to motivate the performance of L2 learners in writing classroom. Peer correction encourages the development of autonomous learning due to teachers' review that took over-dependence thus lowered the students' initiative. However, the previous studies show that many teachers are still doubting the effectiveness of peer correction because of students' lack of knowledge and unable to assist other students. The current study investigated the writing performance of English L2 learners who either provided or received written peer correction in the context of academic writing tasks. Twenty participants enrolled and attended writing class in English Education Department in a state university in Surakarta. They were given a rubric to both reviews other students' writing tasks and receive peer feedback. In collecting data, questionnaires were collected after the writing projects. Results show the use of peer correction increased their writing motivation, self-regulated reflection, bidirectional communication, and deeper critical thinking. Thus, this study provide a clear finding of the efficiency of peer correction in improving students' academic writing and can be useful to be implemented in writing class for English learners
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Rokhmani, Teguh, Bedjo Sujanto, and Muchlis Rantoni Luddin. "The Implementation of Academic Responsibility in Higher Education: A Case Study." Integration of Education 23, no. 3 (September 30, 2019): 336–49. http://dx.doi.org/10.15507/1991-9468.096.023.201903.336-349.
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Introduction. Academic responsibility consists in the duty of higher education providers to their students. By implementing academic responsibility, these providers respond to the demands of their society. The purpose of this article is to explore and analyse: implementation of education and teaching; mentoring; service to the university; research, publication; community service and ch anges. Materials and Methods. A qualitative research approach, employing the case study method, was used. Data were obtained from in-depth interviews from lecturers and students, field observations, as well as collating and reviewing documents. Results. The results of the study show that, in the implementation of education and teaching, the planning stage refers to the process of drafting the semester lesson plan. Student-centred active and participatory learning models are maintained; in mentoring, the guiding process simultaneously combines academic guidance, career guidance and personal-social guidance. While service provision is prioritised as one of the important educational aspects, in the implementation of research, it improves the ability of lecturers to research; in publications, to meet writing standards, peer assessment standards and documentation standards; in community service, it consists at the level of how to devote the knowledge possessed by the academic community to the progress of society; in change leadership, it involves technology, structure and human resources. Discussion and Conclusion. There is a commitment to support the implementation of academic responsibility of higher education through engagement in teaching, mentoring, serving the university, discovering, publishing, truth-telling, serving the community and leading change. This academic process shows the value of commitment to a better quality of higher education.
Dissertations / Theses on the topic "Academic writing – Study and teaching (Higher) – Namibia"
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Free, Loretta Dianna. "Improving academic literacy at higher education." Thesis, Nelson Mandela Metropolitan University, 2008. http://hdl.handle.net/10948/839.
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This study is a deliberation on students who advance from high school to a higher education institution, without demonstrating the attributes required on admission. They are granted formal access, despite being underprepared for tertiary studies. One of the qualities that they noticible lack is academic literacy. In the course of this investigation, academics had to relate what their perceptions were of the academic literacy of their students at higher education level. Initially, being literate meant the ability to read and write, but the term literacy has assumed a more varied form. The term multi-literacies is employed now, as there are several forms of literacy. These include, Information Technology, Technology, pictorial and numerical literacies, to name a few. Academic literacy constitutes more than one literacy, namely, operational or functional literacy, cultural literacy and critical literacy. These literacies are elaborated on and the role of language proficiency, together with the inter-relatedness between students' linguistic competence and their cognitive ability are discussed in depth. Alternatives are examined to assess how this problem of the lack of academic literacy can be circumvented and what mechanisms can be put in place in order that students can be assisted in their pursuit of academic literacy.
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Olivier-Shaw, Amanda. "Lecturer and student perceptions of an academic writing task." Thesis, Rhodes University, 1996. http://hdl.handle.net/10962/d1003548.
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This research considers the perceptions of an academic writing task held by a lecturer and first year students in the Philosophy department at the University of Zululand. The research takes as its starting point the following premises: that language is inextricably linked to learning; that each academic discipline has a particular discourse which students have to acquire in order to participate as accepted members of the academic community; that learning proceeds most effectively when teaching starts with what is known and moves into the unknown; and that learning takes place through experience and involvement, rather than transmission. The research suggests that many first year students bring with them to university an understanding of the nature of learning and of knowledge which makes it difficult for them to understand the implicit rules of the discourse of analytical philosophy. My investigation uncovered several of these rules in the study guide written for the course, but it appears that students were not able to discover them and, as a result, experienced great difficulty in fulfilling the assignment task in a way which promoted their understanding of the content. The research also shows that the lecturer's expectations of the task were far removed from the manner in which the students implemented the task. It is argued that the students appear to have reverted to their established writing strategies which consisted of simply repeating what the 'authority' has said. From this it is argued that unless rules of the discourse are made explicit to students, and students understand the content of the course, they will revert to copying and relying on other sources to tell them what to write. One way of making these rules explicit and encouraging students to integrate new knowledge with previous knowledge which they bring with them to university is through providing well-structured writing tasks, and where necessary, developing clearly defined assessment procedures. Writing is the principal means of mediation between the lecturer, who is trying to offer students entry into the discipline, and the student apprentice trying to make sense of the discipline and find his or her own 'voice' within that discipline.
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{275572}竞 and Jing Cai. "An integrated genre-based approach to scaffolding novice academic writers : genre awareness, academic lexical phrases and student uptake." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/198828.
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In EFL contexts like China where research and application of findings in the field of English for Academic Purposes (EAP) is still in its infancy, graduate students are in urgent need of support in developing their academic literacy, especially in terms of academic writing and research article writing skills under the forces of globalization of education. This study sets out to develop a contextualized EAP genre-based approach to scaffold novice academic writers and examine its impact through assessment tasks and analysis of students’ uptake. The theoretical traditions of ESP research article (RA) genre analysis (e.g. Swales, 1990, 2004; Swale & Feak, 2004) and lexical bundle studies (e.g. Biber & Barbieri, 2007; Hyland, 2008)are drawn upon and two dimensions of building blocks of academic discourse are conceptualized: the top-down dimension (i.e., genre schematic structuring) and the bottom-up dimension(i.e. general and move-specific academic lexical phrases). Then, the Sydney School genre-based Teaching and Learning Cycle and corpus-informed explicit bundle instruction were incorporated into the ESP genre-based framework to generate a new theoretical and pedagogical model taking into consideration the needs of the local context. In order to evaluate this innovative course thoroughly in a natural and intact classroom, careful triangulations of data were achieved. A mixed-methods programme evaluation framework was developed with two major components, namely an intervention study and individual case studies.
In terms of the average gains of the whole class, there was significant improvement in the receptive test of knowledge of genre and bundles after the course. In addition, the instruction significantly narrowed the achievement gap among the high, mid and low starting level students. Most importantly, the increase in the appropriate use of lexical phrases in rewriting suggests the effectiveness of the course in enabling active production. Regression analysis further indicated a strong relationship between the development of bundle knowledge and that of genre and genre-specific features.
The rich descriptions of the two student cases delineate the different learning trajectories of learners of distinct starting levels. Although the low starting level learner showed much slower in-class uptake, her active engagement and integration of knowledge in the rewriting task by drawing on various resources has increased her understanding of the RA genre. The high starting level learner with satisfactory in-class uptake, however, suffered from lots of textual borrowing in writing due to her high expectation of academic content but lack of corresponding genre and linguistic competences. The fact that both learners exhibited a strong lack of basic linguistic resources to verbalize their sophisticated thinking in the rewriting task pointed to the importance of developing the linguistic aspects in the initial stage of genre knowledge development in EFL contexts, which has been neglected in previous studies focusing on ESL contexts. The careful investigation of the instructional context has led to detailed discussions of a few prominent issues in the pedagogical design, in particular, the importance of focusing on the role of “task” in curriculum and pedagogical design in future research of genre-based pedagogy.published_or_final_version
Education
Doctoral
Doctor of Philosophy
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Iipinge, Reginald Kaleke. "An investigation into the perceptions of the first year mathematics students towards the alternative mode intervention : UNAM case study." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1015669.
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A number of tertiary institutions offer bridging courses and intervention programmes in order to increase the number of students performing well in first year mathematics. At the university of Namibia, the science faculty provides educational opportunities to students who have not met the requirements to proceed with MAT 3511 (Basic Math). Unfortunately, the majority of students are not able to cope with the first year modules in Mathematics and the pass rates are unacceptably low. In the interest of supporting students, the University was prompted to introduce a two mode intervention programme in first year mathematics, namely: the normal mode and the alternative mode intervention. The alternative mode intervention was designed to improve the mathematics achievement of first year students who are considered low achieving or at risk of failure. This programme involves the identification of the lowest attainers in first year mathematics, and the provision of professional and faculty trained tutors and individualized teaching to these students in order to advance them to a level at which they are likely to learn successfully in a normal mode system. This research explores the experience and perceptions of first year students on the alternative mode, in particular as it relates to mathematical strands of proficiency. A second step was to explore how teaching contributes to the learning of mathematics on the intervention programme. The empirical investigation was done in 4 phases. A questionnaire on mathematics teaching and learning was given to the students during the first phase. During the second phase, two focus group discussions were conducted. Thereafter four interviews were carried out with lecturers, and finally tutorial and lecture observation were conducted. An analysis of these findings led to the identification of the students’ experiences on the alternative mode. Analysis of the results indicate that the students identified mathematical proficiency as the central element to their learning, and pedagogical knowledge and exploratory talk were critical aspects of good teaching in the mathematical intervention programme.
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Townsend, Rodwell. "The national curriculum statement on writing practice design for grades 11 and 12: implications for academic writing in higher education." Thesis, Nelson Mandela Metropolitan University, 2010. http://hdl.handle.net/10948/1125.
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This study examines the role of academic literacies and academic-writing practices at two diverse South African senior secondary schools and the implications that these practices have for academic-literacy teaching in Higher Education (HE). As student academic writing is central to teaching, learning and assessment in HE, learner academic-writing standards at schools will often impact on academic success in HE. This is a concern for HE as research from South African schooling contexts have found that students from secondary schools are seldom equipped to cope with the demands of HE writing practices. In addition, the introduction of a new curriculum (National Curriculum Statement – NCS) based on the principles of the South African constitution and informed by the Bill of Rights, impacted for the first time on senior secondary schools in 2006, when it was implemented in grade 10, and HE received its first cohort of matriculants with an NCS educational background in 2009. Therefore, this study specifically explores teachers' writing practices within an NCS writing-practice design for grades 11 and 12, and assesses its current implications for academic-writing practices in HE. Critical ethnography was selected as the primary methodology as it is concerned with multiple perspectives and explores local-practice contexts. Therefore, it provides a holistic understanding of the complexity of writing practices by examining the participants' writing-practice perceptions, observing their teaching practices and analysing their written responses or feedback to first and final drafts. The data/study sample consisted of three grades 11 and one grade 12 English Home Language and English First Additional Language teachers as well as selected learners from two secondary schools in the Port Elizabeth district. The data was collected by means of classroom observations, teacher interviews and learner samples of academic writing. Although this study focused on the teaching of academic writing by the four teachers, literacy understandings were also explored by describing what literacy practices subjectively meant to the four teachers by determining the meanings they collectively and individually gave to dominant literacy practices in academic writing, especially feedback practices in text production. A detailed examination of the new NCS requirements suggest that it offers an understanding of knowledge as a social construct, advocates a multiple literacies approach to teaching and learning, and allows for a process approach to cognitively-demanding writing which takes cognisance of the rhetorical, social and cultural dimensions of literacy. Collectively, the ASs in LO3 reflect a process approach to writing, from planning, drafting, feedback, revision to presentation of the final text. It also considers the specific rhetorical dimensions of purpose, audience, and context. Therefore, these NCS writing practices should benefit learners advancing to HE. This study argues that if teachers in secondary schools were to adhere more closely to the NCS's LO3 and its ASs implementation guidelines, learners would be better prepared to cope with HE academic-writing requirements. Instead, the study found that the teachers tended to reduce writing practices to the mastery of discrete sets of technical skills with a focus on surface features of language like spelling and grammar. In addition, the study found that when the teachers' perceptions of the NCS and their own classroom-writing practices were explored, they tended to resist a social-practice approach to academic writing, and, as a result, mostly adapted LO3 of the NCS rather than adopting it as intended by the policy-makers. Similar to other South African studies, this study concludes that teachers remain largely rooted in their autonomous teaching practices favouring traditional methods with which they are familiar over curricula policies which could emancipate learners toward levels of achievement which would better prepare them for both HE and the world of work. In other words, teachers in the sample tend to conserve their traditional methodologies which are predominantly informed by deficit views of learners‟ problems, selectively including new policy requirements which create the impression of compliance, rather than fundamentally altering their approaches pedagogically in the classroom and their academic-writing practices in particular.
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Mohamed, Hashim Issa. "Academic writing as social practice: a critical discourse analysis of student writing in higher education in Tanzania." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&.
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This thesis was a critical analysis of students academic second language writing at Sokoine University of Agriculture. Student writing in English as a second language in higher education has excited much interest in the English as a Second Language writing research and discussion in Tanzania. The interest was motivated by frequent criticisms from examiners regarding students literacy performance in the English as a Second Language writing in the post primary and higher education where the language of instruction is English as is configured in the Tanzanian language policy.
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Hudson, Lizel Sandra Ann. "Enhancing academic writing competence in radiography education." Thesis, Cape Peninsula University of Technology, 2011. http://hdl.handle.net/20.500.11838/1554.
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Thesis (MTech (Radiography))--Cape Peninsula University of Technology, 2011This thesis records a study undertaken by a radiography lecturer at a satellite campus of a University of Technology (UoT) in the Western Cape Province of South Africa. The study investigated the academic writing practices of first year Radiation Science learners and focused on an intervention to assist learners to enhance their academic writing competence. Three research questions were addressed: 1. What did radiography learners perceive to be the factors that enabled and constrained their academic writing competence during the first year of academic study?; 2. What were the 2010 first year learners’ perceptions of the changes in their academic writing following an academic writing intervention?; and 3. According to the 2010 first year lecturers, how did the academic writing of the learners change following the intervention? To answer these questions, the research comprised two qualitative approaches: firstly a case study approach, to gain an in-depth understanding of learner writing in radiography; then the insights gained allowed for the design of an appropriate academic writing intervention, carried out in two action research spirals. Thereafter the intervention was evaluated for its impact on learners’ writing competence. The findings and interpretations from this study culminated in a forward looking model that is recommended for use by radiography educators to enhance first year learners’ academic writing competence. The model reflects a zone for the optimal enhancement of academic writing competence for entry-level learners. This ‘zone’ is created in the region of overlap of three contributing factors: collaborative guidance and support, peer mentoring and technology. The model also represents applicable underlying theories (critical theory, constructivism, and academic literacies theory) which provide the theoretical framework for enhanced academic writing competence.
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Birkett, Timothy Michael. "An investigation into EAP teacher and student perceptions and interpretations of an academic writing marking rubric." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/208031.
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The EAP written multiple trait rubric used in the City University of Hong Kong is believed to be of central importance to formative and high-stakes summative assessment in the institution. Crucial to both of these roles are the perceptions and interpretations of the key stakeholders: teachers and students. The learning and test scores deriving from the rubric are filtered entirely through these stakeholders. Investigating the perceived effects of the rubric on the EAP assessment's validity, reliability and student learning (three key strands revealed in testing literature) is seen as being essential as proof of the rubric's value. This paper presents an analysis of teacher (n=25) and student (n=123) perceptions of an EAP rubric, investigating core elements of both, comparing them, and probing into whether teachers' interpretations of rubrics influence their students. A mixed-methods study seeks to determine perceptions through combining qualitative analysis of interview data with quantitative analysis of questionnaire responses. Key elements of rubrics and how they both impact and are impacted by stakeholder perceptions are discussed. Findings indicate several strong trends in student and teacher perceptions of the rubric, and tentatively illustrate how teachers may affect their students. Arguments are made for a greater focus on standardising the teaching and learning of the rubric, for greater realisation of the learning potential of the rubric, and for investigating the appropriacy of certain domains and wordings.published_or_final_version
Applied English Studies
Master
Master of Arts in Applied Linguistics
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Gentil, Guillaume. "Academic writing instruction in disciplines other than English : a sociocultural perspective." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0007/MQ43875.pdf.
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Naidoo, Nadasen Arungasen. "Facilitating reflection in post-graduate writing practice." Thesis, Nelson Mandela Metropolitan University, 2008. http://hdl.handle.net/10948/688.
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University teaching staff are employed because of their knowledge in their particular disciplines. Many do not have a qualification to teach at a higher education institution upon commencement of their academic career. In that group there are few who have the research experience required to assist at postgraduate level. This should be developed as one of the three core activities of higher education, in which they have to be involved. This study is the result of a problem that I encountered as a higher education practitioner. In keeping with my being a practitioner researcher within an action research paradigm, this report is written mainly in the first person. The study reports on how my personal theories grew over a period resulting in the need to constantly improve my own practice. These personal theories culminated in the development of an instrument (ADaM), to assess writing. ADaM was used primarily to facilitate reflection in post-graduate writing practice. In this study, there were three sets of workshops comprising 13 practical sessions each, where lecturers engaged with the process of reading, writing, computer-mediation and, to a limited extent, with the concept of mentorship. The purpose was to answer the research question: Can a writing assessment instrument be used to sensitise staff teaching post-graduates to reflect on the complex nature of producing and assessing academic writing? At two points during the 13 practical sessions, data was gathered through semistructured interviews. The data has been analysed using a form of grounded theory referred to as remodeled grounded theory. Since the analysis traversed both the quantitative and qualitative paradigms of research, it was necessary also to place the study within the third paradigm, referred to as mixed methods research. The analysis has been presented via a series of relationships generated first by open coding, then axial coding and concludes with selective coding. In addition, the comments of an independent coder were used to validate the analysis. In accordance with classic grounded theory, it was only after the analysis of the data and the emergence of a substantive theory that I referred to existing theory in the penultimate chapter as validation of my findings. The findings from the study, together with existing literature, allowed me to conclude that “Creating an awareness of writing assessment sensitises academics to their roles as HE practitioners particularly in the areas of writing and mentorship in post-graduate supervision”.
Books on the topic "Academic writing – Study and teaching (Higher) – Namibia"
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Angela, Hammond, and Martala-Lockett Mary, eds. Writing academic essays. London: Pearson Education, 2009.
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Breeze, Ruth. Rethinking academic writing pedagogy for the European university. Amsterdam: Rodopi, 2012.
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Schmied, Josef J. Academic writing in Europe: Empirical perspectives. Göttingen: Cuvillier Verlag, 2011.
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Student writing and genre: Reconfiguring academic knowledge. London: Continuum, 2011.
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honouree, Maier Carol 1943, ed. Translators writing, writing translators. Kent, Ohio: The Kent State University Press, 2015.
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Goodall, H. Lloyd. Writing qualitative inquiry: Self, stories, and academic life. Walnut Creek, CA: Left Coast Press, 2008.
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Rienecker, Lotte. The good paper: A handbook for writing papers in higher education. Frederiksberg: Samfundslitteratur, 2013.
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Writing games: Multicultural case studies of academic literacy practices in higher education. Mahwah, N.J: Lawrence Erlbaum Associates, 2002.
Find full textBook chapters on the topic "Academic writing – Study and teaching (Higher) – Namibia"
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Curry, Mary Jane. "Skills, Access, and ‘Basic Writing’: a Community College Case Study from the United States." In Teaching Academic Writing in UK Higher Education, 180–95. London: Macmillan Education UK, 2006. http://dx.doi.org/10.1007/978-0-230-20858-2_13.
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Chiparausha, Blessing, and Onias Topodzi. "University Librarians' Role in Supporting Academic Writing." In Teaching Academic Writing as a Discipline-Specific Skill in Higher Education, 80–97. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2265-3.ch004.
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The university library is often referred to as the heart of the university because of the central role it plays in providing information resources to support research, teaching, and learning activities. The study was carried out among reference librarians and subject librarians at selected universities to establish how the librarians have been supporting academic writing endevours by researchers at their respective institutions in Zimbabwe. The study also sought to examine the challenges faced by university librarians when offering services to support academic writing by researchers at Zimbabwean universities. The study adopted a qualitative approach. Ten librarians were interviewed. Findings from the study reveal that university librarians are readily available to offer their services in support of academic writing by researchers. There is however a need to increase researchers' awareness of the role of academic librarians in supporting academic writing. A strong partnership between academic librarians and researchers throughout the research cycle is recommended.
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Drid, Touria. "A Genre-Based Study of Algerian EFL Writers' Academic Texts." In Teaching Academic Writing as a Discipline-Specific Skill in Higher Education, 175–98. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2265-3.ch008.
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To disseminate academic knowledge, scholars publish their research in the form of journal articles, whose content is sketched in an abstract with a conventional rhetorical organization. This chapter reports a study that aims to examine and assess the organization of research article abstracts in terms of move units. The move structure of 42 abstracts of English research papers written by Algerian researchers and published in one of the Algerian language journals was scrutinized. The study follows Hyland's analytic model, comprising five rhetorical moves: introduction, purpose, method, product, and conclusion. The findings of the study indicate that the writers predominantly employ the pattern introduction-purpose, with some inconsistencies in using the other moves. On the basis of identifying the existing deviations from the predictable generic arrangement of abstracts, the importance of raising genre awareness among EFL writers has been highlighted as a means to enhance the quality of published discourse.
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Condrat, Viorica. "Teaching Writing in EAP Contexts." In Studi e ricerche. Venice: Edizioni Ca' Foscari, 2018. http://dx.doi.org/10.30687/978-88-6969-227-7/034.
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Academic writing is a particular type of scholarly interaction which signals the writer’s affiliation to a specific discourse community. Developing academic writing skills should become a priority for higher education. This paper describes a small-scale study which investigates the role of blogging in developing academic writing skills in undergraduate students. Blogging is viewed as a platform where the scholarly interaction between members of the same discourse community can take place. The paper is based on the survey data and observation during the experiment conducted at Alecu Russo Balti State University of Moldova. It reports on how EFL students reacted to the use of blogs for academic writing tasks. The findings suggest that students seem to have a positive attitude to blogging pointing out to such benefits as: enhanced self-efficacy, awareness of the writing process, development of reader awareness, increased responsibility for the quality of the writing. We argue that blogging can yield significant improvement in undergraduate students’ academic writing.
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Ezza, El-Sadig Y., Altayeb Alballa Ageeb, Rayan O. Sirry, and Emtithal Mubarak. "The Significance of Teaching Academic Writing as a Discipline-Specific Skill." In Teaching Academic Writing as a Discipline-Specific Skill in Higher Education, 1–22. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2265-3.ch001.
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The purpose of the present study was to popularize the conscious initiation of novice scholars and postgraduate students into the writing conventions of their disciplines. In so doing, the study proposes the integration of writing courses into the disciplinary syllabus so that the students study writing developmentally throughout their stay in the faculty. A questionnaire, and an interview, were used to collect data from the study participants, who were lecturers and teaching assistants in different Sudanese higher education institutions. Data analysis revealed that the participants highly value the proposal to teach academic writing as a discipline-specific skill. It also showed significant differences in the participants' perceptions of explicit instruction of academic writing based on their disciplinary affiliation in favour of hard science specialists. However, the participants' research profiles did not show statistically different perceptions.
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Kamhieh, Celine. "Less Is More in College Students' Writing." In Teaching Academic Writing as a Discipline-Specific Skill in Higher Education, 55–79. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2265-3.ch003.
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This chapter reports on a study of the content of extremely short stories (ESS) written by freshman undergraduates in the language and literature department of a university in Jordan. It looks at the origins and benefits of extremely short stories, with particular reference to the extensive work of Peter Hassall who established the first Extremely Short Story Competition (ESSC) for non-native English speakers in the United Arab Emirates (UAE). This study is the first in an Arab country outside the UAE. Students' most popular themes included problems and problem-solving, travel, student life, family, and friends. Stories contained features of academic writing as well as many literary elements, including character, plot, metaphor, simile, and more. The chapter concludes by suggesting that the ESS can successfully serve as a bridge to academic writing and bring writer and reader closer together by generating interesting texts for audiences other than the instructors.
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Kaçar, Işıl Günseli. "Academic Knowledge Formation Through Blogs." In Futuristic and Linguistic Perspectives on Teaching Writing to Second Language Students, 118–40. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6508-7.ch008.
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Blogs are an integral component of blended learning environments in English as a second language (ESL)/English as a foreign language (EFL) contexts. Although they are used in higher education to promote language learning, their impact on EFL preservice teachers' writer identity development in academic writing is underexplored. Utilizing Hyland's metadiscourse model, this qualitative case study in the Turkish higher education context investigated EFL preservice teachers' writer identity development on blogs. The data were collected via reflective journals, semi-structured interviews and reflective essays. Triangulation and corpus-based analysis of Hyland's metadiscourse markers were used in the data analysis. The findings revealed the EFL preservice teachers' multifaceted and even contradictory academic writer identities on blogs and numerous challenges they encountered regarding their identity displays. This study highlighted a blended and corpus-based futuristic perspective on the exploration of EFL writer identities.
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Premat, Christophe Emmanuel. "Wikipedia Practices, Quick Facts, and Plagiarism in Higher Education." In Teaching Academic Writing as a Discipline-Specific Skill in Higher Education, 199–221. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2265-3.ch009.
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Plagiarism has been a sensitive issue in higher education in Sweden, as many cases were reported during the last years. It depends partly on resources that are devoted to have efficient detection systems, but it is deeply related to how students are prepared for academic exercises. Many freshmen and sophomores are not familiar with academic requirements and can get used to plagiarizing instead of developing critical thinking. The first step in academic writing is to present guidelines to search relevant sources. The chapter is based on an experimentation on sources made at the University of Stockholm with students enrolled in a course in “Culture and Society in France.” By inviting students to work with second hand sources such as Wikipedia and evaluate their validity, it is possible to analyze their learning strategies. The result of the study shows a paradox: if students acknowledge that Wikipedia sources are inappropriate in an academic context, they confirm that they use these sources to have access to other references. A reflection on the quick access to sources is then necessary.
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Ting, Adrian. "Facilitating the Writing Process in a Blended Learning Environment Using Google Docs." In Enhancing Learning Design for Innovative Teaching in Higher Education, 237–65. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2943-0.ch011.
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Many Hong Kong undergraduate students have trouble following lectures in English. Academic writing is generally perceived as most challenging due to its complex nature. Yet, owing to various reasons, students do not seem too motivated in making much effort to improve their academic writing skills. In class, students appear to be reluctant to give useful feedback to their peers. They prefer to praise each other on the positive aspects of their writing and avoid talking about the negatives. This chapter first reviews the literature on technology and blended learning in relation to English language teaching in the Hong Kong context. It then reports on the current study of using Google Docs for the peer evaluation process in a blended learning environment. The chapter concludes that based on student feedback, Google Docs is a useful tool in facilitating the delivery of academic English in university settings. The integration of Google Docs provides opportunities for innovative teaching within higher education.
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Alramadan, May Mahdi. "The Use of Engagement Resources in English, Arabic, and EFL Applied Linguistics Research." In Teaching Academic Writing as a Discipline-Specific Skill in Higher Education, 23–54. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2265-3.ch002.
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This study investigates how academics from different cultural backgrounds and levels of expertise use engagement resources to align themselves and their readers towards text-external voices. Using the appraisal theory engagement model, the introduction sections of three sets of texts from Applied Linguistics were analyzed: (1) research articles published in English, (2) research articles published in Modern Standard Arabic, and (3) Master's theses of Saudi EFL students. Results revealed that English- and Arabic-speaking writers prefer different resources due to the impact of culture. Also, Arabic-based patterns appeared in EFL writing supporting the contrastive rhetoric hypothesis at the interpersonal dimension of discourse. The patterns identified had different effects on the type of authorial voice and the nature of reader power-status. The study makes implications for novice EFL academics and for tertiary academic institutions. Explicit instruction of engagement strategies can enculturate student writers into their discipline-specific rhetorical conventions.
Conference papers on the topic "Academic writing – Study and teaching (Higher) – Namibia"
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Coonan, Emma Marya, Simon Pratt-Adams, and Mark Warnes. "The value of 'writing retreats' in advancing innovative pedagogic research." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9353.
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This paper outlines the work of the Centre for Innovation in Higher Education, which uses an educational laboratory model to advance the intersection of innovative research and teaching at Anglia Ruskin University (ARU). This evidence-based approach aims to promote active, reflective engagement with research in teaching and learning; foster collaborative and interdisciplinary inquiry into pedagogic practice; and support the development of a dynamic, sustainable pedagogic research community at ARU. The Centre’s work also increases the visibility and calibre of pedagogic research at national and international level. This paper outlines a current research project being undertaken by researchers from the Centre and Anglia Learning & Teaching which explores the longitudinal impact of its writing retreat provision on participants’ writing practices and productivity, together with their perceptions of writing as a key element of the academic identity. This study is generating valuable original data about academics’ writing practices and perceptions. It will contribute to the understanding of this important topic at a theoretical level, as well as outlining practical means through which universities can foster long-term academic writing productivity leading to enhanced research impact.
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Kuriakose, Rangith. "Freshman African engineering student perceptions on academic feedback – A case study from Digital Systems 1." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.4823.
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Providing effective and quality feedback to students in higher education has been identified as an integral part of quality teaching by many researchers in the field of education. However, student perceptions vary drastically as to what they perceive academic feedback to really be. Therefore, this paper aims to present freshman engineering student perceptions of academic feedback from an African perspective. The reason for targeting this group is due to their high dropout rate in higher education in South Africa (around 60%). Quantitative data was collected from freshman engineering students enrolled for a module termed Digital Systems 1 at the Central University of Technology in South Africa. A questionnaire was used as the main data collection instrument featuring 21 close ended questions. The results presented in this paper indicate that almost two-thirds (65%) of the respondents believe that a “grade” written on a test script does not constitute academic feedback. The majority of the respondents (76%) expect some kind of academic feedback regarding their work, either in writing or orally from their lecturer. A good majority (86%) of students perceived that getting written comments on their assessments would encourage them to approach the lecturer to seek further clarification. A key recommendation of this study is to find a mechanism or technique of providing constructive feedback to all enrolled students, even in large classes. This needs to be done from the outset of the module in order to reduce the current high dropout rates among freshman engineering students.
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Hysaj, Ajrina, and Doaa Hamam. "Academic Writing Skills in the Online Platform- A Success, a Failure or Something in Between? A Study on Perceptions of Higher Education Students and Teachers in the UAE." In 2020 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE). IEEE, 2020. http://dx.doi.org/10.1109/tale48869.2020.9368326.
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