English Writing of Non-Anglophone Researchers

Yakhontova, Tatyana

doi:10.3346/jkms.2020.35.e216

Cited by 18 publications

(17 citation statements)

References 9 publications

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“…As we all know, writing English is one of the most difficult aspects of learning a foreign language, yet it is one of the language skills that modern society requires learners to master [17].…”

Section: Introductionmentioning

confidence: 99%

Improved Collaborative Filtering Automatic Assessment System for Teaching English Writing in College

Zhang¹

2022

Advances in Multimedia

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In the context of economic globalization, as an international language, English plays an increasingly essential role in the communication and exchange of ideas. As an output skill that fully reflects one’s linguistic and cultural literacy and logical thinking ability, English writing is undoubtedly the most difficult of the four basic skills of listening, speaking, reading, and writing. Writing is a form of expression that enables human thoughts to communicate and exchange across time and space, and it is also a powerful witness to the collision of ideas. However, most college students treat English writing with contempt. The reasons for this situation are related to the traditional teaching methods and assessment methods of English writing in universities. After all, today, many universities focus on the development of learners’ input skills or on the training of translation skills in the workplace. However, the development of English writing skills is weak. As a result, a great number of learners’ English writing skills lag behind other skills. This is because, for many years, the English writing curriculum and teaching mode in universities have only emphasized students’ learning of passive language input and rarely highlighted the importance of language output skills and activities. As a result, the imbalance in the interaction between language input and output has led to a lack of students’ writing skills. The teaching model of college English writing is mostly that teachers teach the theory and skills of writing through model essay analysis, and then, they are responsible for assigning writing tasks. The new standards promulgated by the Ministry of Education in 2001 also clearly state that the evaluation system should reflect the diversity of evaluation subjects and the variety of evaluation methods. In other words, both outcome evaluation and process evaluation should be considered. The focus of formative assessment is on students’ learning process. The evaluation content focuses on students’ performance, emotions, attitudes, and learning strategies in the learning process. The subjects of evaluation are teachers, students, and peers, which coincide with the requirements of the new curriculum reform. After more than 20 years of lightning-fast development in the Internet era, China’s Internet industry has achieved unprecedented success and is playing an unprecedented role on the world stage. Under the guidance of relevant policies, China is steadily moving toward becoming a cyber power. Education is the main means of training talents in China, but the traditional teaching mode is bounded by time and place. Therefore, teaching through the Internet is convenient and unconstrained in this era. In addition, the convenient connection of mobile Internet anytime and anywhere has facilitated the rapid integration of online and offline education. Education, as a future-oriented business, is bound to bring about a change. In this study, an improved collaborative filtering automatic assessment system for teaching English writing in college is designed.

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Section: Introductionmentioning

confidence: 99%

Improved Collaborative Filtering Automatic Assessment System for Teaching English Writing in College

Zhang¹

2022

Advances in Multimedia

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“…Amid precarious funding, these researchers are particularly entangled in the formidable task of searching for journals that offer quality services and indexing of potentially impactful research. Language barrier and inadequate use of advanced communication platforms are additional challenges faced by numerous non-Anglophone authors worldwide [7].…”

Section: Introductionmentioning

confidence: 99%

Scholarly publishing and journal targeting in the time of the Coronavirus Disease 2019 (COVID-19) pandemic: a cross-sectional survey of rheumatologists and other specialists

et al. 2020

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The evolving research landscape in the time of the Coronavirus disease 2019 (COVID-19) pandemic calls for greater understanding of the perceptions of scholars regarding the current state and future of publishing. An anonymised and validated e-survey featuring 30 questions was circulated among rheumatologists and other specialists over social media to understand preferences while choosing target journals, publishing standards, commercial editing services, preprint archiving, social media and alternative publication activities. Of 108 respondents, a significant proportion were clinicians (68%), researchers (60%) and educators (47%), with median 23 publications and 15 peer-review accomplishments. The respondents were mainly rheumatologists from India, Ukraine and Turkey. While choosing target journals, relevance to their field (69%), PubMed Central archiving (61%) and free publishing (59%) were the major factors. Thirty-nine surveyees (36%) claimed that they often targeted local journals for publishing their research. However, only 18 (17%) perceived their local society journals as trustworthy. Occasional publication in the so-called predatory journals (5, 5%) was reported and obtaining support from commercial editing agencies to improve English and data presentation was not uncommon (23, 21%). The opinion on preprint archiving was disputed; only one-third believed preprints were useful. High-quality peer review (56%), full and immediate open access (46%) and post-publication social media promotion (32%) were identified as key anticipated features of scholarly publishing in the foreseeable future. These perceptions of surveyed scholars call for greater access to free publishing, attention to proper usage of English and editing skills, and a larger role for engagement over social media.

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“…Overall, the poor use of such devices appears to be a persistent error in nonnative English research writing. 10 …”

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confidence: 99%

Paragraphing in English Articles: Tips for Non-Anglophone Authors

Yakhontova

2021

J Korean Med Sci

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English Writing of Non-Anglophone Researchers

Cited by 18 publications

References 9 publications

Improved Collaborative Filtering Automatic Assessment System for Teaching English Writing in College

Improved Collaborative Filtering Automatic Assessment System for Teaching English Writing in College

Scholarly publishing and journal targeting in the time of the Coronavirus Disease 2019 (COVID-19) pandemic: a cross-sectional survey of rheumatologists and other specialists

Paragraphing in English Articles: Tips for Non-Anglophone Authors

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