Perspectives of Efl Doctoral Students on Challenges of Citations in Academic Writing

Jomaa, Nayef Jomaa; Bidin, Siti Jamilah

doi:10.32890/mjli2017.14.2.7

Cited by 34 publications

(38 citation statements)

References 47 publications

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“…Students experience some problems related to publication, such as their limited academic skills and research methods' skills (Bamgboje-Ayodele et al, 2016). Also, Jomaa and Bidin (2017) found that Arab PhD students face challenges in their academic writings because of their limited knowledge of the foreign language. As a result, the low level of proficiency prevents them from making a sufficient discussion in the target language (Al Fadda, 2012).…”

Section: Literature Reviewmentioning

confidence: 99%

“…However, English as a Medium of Instruction (EMI) represents a serious challenge for PhD candidates. For example, Jomaa and Bidin (2017), found that Arab PhD students faced challenges in their academic writings because of their limited knowledge of the foreign language. As a result, the low level of proficiency prevents them from making a sufficient discussion in the target language (Al Fadda, 2012).…”

Section: Introductionmentioning

confidence: 99%

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Thesis Challenges for Arab PhD Candidates in English Medium of Instruction Context

Aboud

Alafeshat

Shamsi³

2019

JSE

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The current study aimed to explore challenges faced by Arab doctoral students during their PhD program in an English Medium of Instruction (EMI) context. Besides, it intended to highlight the appropriate solutions provided by respondents to solve these challenges. Six Arab doctoral students (3 males and 3 females) were selected from different departments and Arab countries to participate in the study. The authors used semi-structured interviews as a qualitative method for obtaining specific responses by respondents. Later, the data were analyzed based on the content analysis technique. The findings showed different challenges facing Arab candidates during their program, specifically lacking experience in research methods, academic English, and publication. On the bases of the revealed results, the study provided implications, limitations, and future directions.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Thesis Challenges for Arab PhD Candidates in English Medium of Instruction Context

Aboud

Alafeshat

Shamsi³

2019

JSE

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“…For example, in their study, Mansourizadeh and Ahmad (2011) showed that published articles by expert writers in chemical engineering used Naming more than Verb controlling with 6.97 % and 6.56%, respectively, whereas unpublished papers by novice writers used Verb controlling more than Naming. The discourse-based interviews revealed that EFL students, particularly Vietnamese and Arab postgraduates, were not aware of the rhetorical functions implied in citations and they had linguistic difficulties in implicitly acquiring the conventions of citations (Nguyen & Pramoolsook, 2016;Jomaa & Bidin, 2017).…”

Section: Introductionmentioning

confidence: 99%

Exploring process ‘verbs’ in EFL postgraduates’ citations: A Systemic Functional Linguistics approach

Jomaa

Bidin

2019

Indonesian J. Appl. Linguist.

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Due to their significance in establishing a research background, citations have been under focus by several researchers. However, limited studies have applied the Functional Theory in analysing reporting verbs in citations. Hence, this study identifies citations in the literature review chapters of 20 PhD theses in Information Technology and Applied Linguistics by EFL postgraduates within the ESL context. These PhD theses were selected purposefully. This study explores qualitatively the processes based on the ideational metafunction of the Systemic Functional Linguistics. The findings show that the material processes were used dominantly, followed by relational, verbal, and mental processes, whereas the behavioural processes were less used. The use of processes 'verbs' is influenced by field and tenor as register variables. Thus, the findings imply that EFL postgraduates are unaware of using processes; therefore, they should receive discipline-specific instructions. Pedagogical textbooks for academic writing could be also developed based on the outputs of the present study.

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“…Therefore, advanced academic literacy assumes that mastering the disciplinary practices could enhance students' control of the varied cultural and linguistic structures that are essential for them to engage critically with texts (Hyland & Jiang, 2018a) by means of using the metadiscourse markers. The significance of adopting an authorial stance in academic writing has recently received a considerable amount of research (Hyland & Jiang, 2018a, 2018bJiang & Wang, 2018;Jomaa & Bidin, 2017). Therefore, successful writers should be familiarized with using a range of rhetorical features to highlight the novelty of their research, evaluate their findings, and establish harmony with their readers (Hyland & Jiang, 2018b).…”

Section: Introductionmentioning

confidence: 99%

“…Therefore, successful writers should be familiarized with using a range of rhetorical features to highlight the novelty of their research, evaluate their findings, and establish harmony with their readers (Hyland & Jiang, 2018b). However, university students (Donahue, 2004;Morton & Storch, 2018) particularly EFL postgraduates (Jomaa & Bidin, 2017) seem to have difficulties in academic writing (Almatarneh, Rashid, & Yunus, 2018), in adopting a stance and projecting their voice due to having insufficient guidelines on using evaluative expressions and/or being unaware of using metadiscourse markers. Hence, this study explores the use of metadiscourse markers utilizing the Systemic Functional Linguistics approach.…”

Section: Introductionmentioning

confidence: 99%

Functional Analyses of Metadiscourse Markers in L2 Students’ Academic Writing

Jomaa

Alia

2019

SSRN Journal

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Stance in general and metadiscourse markers, in particular, have attracted the interest of several studies. Therefore, this study explores the use of metadiscourse in the second language (L2) academic writing by English as a foreign language (EFL) postgraduates in one of the Malaysian public universities. We analyzed the frequency and wordings of modality within the citations of the literature review chapters of 20 Ph.D. theses employing the Systemic Functional Linguistics. Data were analyzed manually utilizing the technique of quantifying the findings to highlight the similarities and differences in using metadiscourse markers. The findings revealed the dominance of full declarative clauses in both Applied Linguistics and Information Technology. Besides the Finite Modal Operators, Mood Adjuncts and Comment Adjuncts were also used to demonstrate modality with a variety in their stance, degrees, and frequencies. Pedagogically, these findings could help supervisors in identifying the implications of their students' writings. In addition, students can be directed towards reading EAP textbooks and materials that are dedicated to areas of academic writing, metadiscourse markers, and citations.

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Perspectives of Efl Doctoral Students on Challenges of Citations in Academic Writing

Cited by 34 publications

References 47 publications

Thesis Challenges for Arab PhD Candidates in English Medium of Instruction Context

Thesis Challenges for Arab PhD Candidates in English Medium of Instruction Context

Exploring process ‘verbs’ in EFL postgraduates’ citations: A Systemic Functional Linguistics approach

Functional Analyses of Metadiscourse Markers in L2 Students’ Academic Writing

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