Academic Writing Needs of Postgraduate Research Students in Malaysia

Jeyaraj, Joanna Joseph

doi:10.32890/mjli2020.17.2.1

Cited by 13 publications

(10 citation statements)

References 39 publications

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“…They were found to rely on translation from their native language into English as a scholarly writing strategy. This conclusion obtained from the interviews is aligned with the previous studies (Jeyaraj, 2020; Ma, 2020). This implies that L2 academic writers might think in Turkish and construct their texts in English, which affects the quality of writing.…”

Section: Discussionsupporting

confidence: 91%

Developing and Evaluating an Online Professional Development Model on Academic Writing Conventions and Norms in English

Kaya,

Yağız

2023

Sage Open

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This study aimed to determine non-native speakers of English academics’ knowledge and awareness of conventions and norms of academic writing (AW), to develop an online professional development model addressing all disciplines, and to evaluate the effect of this model on their AW performances with their views on the model. The study was based on the mixed methods evaluation design. The participants were nine academics in educational and social sciences at a state university in Turkey. An online professional development model encompassing eight themes related to AW was developed. Data were collected through pre- and post-tutorial semi-structured interviews and writing tasks. Textual and content analyses were used for the qualitative data, and the Wilcoxon Signed Rank Test was performed for quantitative analysis. The results showed that before the tutoring, the participants acknowledged various difficulties regarding AW conventions and norms. The data after the online asynchronous tutoring showed that explicit instruction increased the participants’ knowledge and awareness, and the proposed model contributed to their writing performances, and promoted their AW skills. However, participants’ hedging use was found limited to modal verbs use. Paraphrasing tasks also showed significant differences between before and after tutoring writing tasks. Participants highlighted the importance of long-term implementational writing instruction.

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Section: Discussionsupporting

confidence: 91%

Developing and Evaluating an Online Professional Development Model on Academic Writing Conventions and Norms in English

Kaya,

Yağız

2023

Sage Open

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“…The present study found empirical evidence of the beneficial impacts of supervision and self-esteem on postgraduate students' academic writing skills. Understanding the writing skills and areas of support for postgraduate students enables the development of strategies to reduce late completion rates among these students, as well as the identification of areas that could lead to greater student satisfaction (Jeyaraj, 2020). The findings may provide some helpful ideas for supervisors who are keen to find solutions related to postgraduate writing skills.…”

Section: Discussionmentioning

confidence: 97%

“…According to Jeyaraj (2020), it was discovered that students required assistance in the supervision process as academic writing is a vital skill in postgraduate research, what supervisors may be obliged to do is provide writing assistance to students to assure their development and success. In the process of supervision, supervisors are not only expected to provide encouragement and support, but to supply students with resources and information, comments and thesis writing guidelines .…”

Section: Introductionmentioning

confidence: 99%

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Postgraduate Students Academic Writing Skills: The Needs for Supervision and Self-esteem

Ooi¹,

Hamzah²,

Thien³

2022

IJARPED

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The study aimed to understand how supervision and self-esteem influence academic writing skills among postgraduate students in Malaysian public universities. Academic writing skills of postgraduate students, particularly PhD students, are essential for them to conduct their research effectively due to the high demands placed on the quality of their study. It is beneficial to understand postgraduate students' self-esteem as well as their supervisor's support in order to boost their academic writing skills. A quantitative cross-sectional survey research design was used in this study. Data were gathered through the use of a survey questionnaire that was distributed to 171 postgraduate students (PhD students). Nonprobability sampling (convenient sampling) method was used to select the participants for this study. SPSS version 26 was used to analyse the data. An investigation of the relationship between supervision, self-esteem, and perceived academic writing skills was carried out using Pearson correlation analysis and linear regression. Both supervision and self-esteem were shown to have a moderate correlation with perceived academic writing skills. When compared to supervision, self-esteem is a slightly stronger factor for perceived academic writing skills. The implications of this study can provide direction to those involved in developing the most appropriate strategies to improve the writing skills of postgraduate students. Researchers suggested that more variables in the literature to be studied in future research, which could lead to a better result. Furthermore, future researchers can use a mixed methods approach to gain a deeper understanding of postgraduate students' conditions in order to boost their writing skills effectively.

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“…The support needs in research writing are supervisory support, peer support, 43 skills, and research development support. 44 Supervision is required in three phases including 1) purification and completion of research proposals; 2) data creation; and 3) analyzing data and 'writing it down'. 45 Peer support can take the form of a peer tutor.…”

Section: Discussionmentioning

confidence: 99%

Problem-based learning in research method courses: development, application and evaluation

et al. 2022

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Background: The undergraduate curriculum in Indonesia generally requires students to take a research methods course as a prerequisite course for the preparation of scientific reports. The objective of this course is to teach students how to present research results both orally and in writing using the styles and forms of each university. However, this course is not popular among students because the material is complex and technical. As a result, there is a gap between learning outcomes and their application when students prepare scientific reports. Improving pedagogy and teaching interventions through student-developed research projects is important in complementing lectures. The purpose of this study was to analyze the improvement of students' ability in writing scientific reports through research method courses using problem based learning (PBL). Methods: This study reports the integration of scientific report writing in research methods courses through PBL at the Universitas Islam Bandung in Indonesia. PBL was implemented by involving students in research-related tasks with the following stages: writing research questions, determining the research design, collecting data, analyzing data, and presenting research results. Results: The results showed that there was an increase in scientific writing skills with good categories on indicators of possible plagiarism using Turnitin, use of report preparation formats, suitability of literature, mastery of research report content in-class presentations. Conclusions: This finding implies that assigning students to write scientific reports using PBL in the research method classroom is useful for improving learning outcomes, presentation, reasoning, communication, ambiguous problem-solving, and reducing plagiarism. The findings of this study strengthen the findings of previous researchers, namely increase students' abilities in using formatting to prepare scientific reports, using appropriate literature, mastering research materials as well as reducing the level of plagiarism.

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Academic Writing Needs of Postgraduate Research Students in Malaysia

Cited by 13 publications

References 39 publications

Developing and Evaluating an Online Professional Development Model on Academic Writing Conventions and Norms in English

Developing and Evaluating an Online Professional Development Model on Academic Writing Conventions and Norms in English

Postgraduate Students Academic Writing Skills: The Needs for Supervision and Self-esteem

Problem-based learning in research method courses: development, application and evaluation

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