Piloting the Post-Entry Language Assessment: outcomes from a new system for supporting research candidates with English as an additional language

Tynan, Liz; Johns, Kellie

doi:10.1080/13538322.2015.1049442

Cited by 3 publications

(1 citation statement)

References 9 publications

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“…Many students in the Australian higher education system struggle with the demands of tertiary education because of language problems (Harris, 2016). This difficulty has been well documented with international students, who tend to exhibit more surface-level errors relating to accurate grammar, punctuation and spelling (Tynan & Johns, 2015). Traditionally, domestic students performed better than international students in relation to grammatical accuracy (Scouller, Bonanno, Smith, & Krass, 2008), but changes in the domestic student population have resulted in members of this cohort also exhibiting difficulties with sentence structure and form (Cocks & Stokes, 2013).…”

Section: Introductionmentioning

confidence: 99%

Stop! Grammar time: University students’ perceptions of the automated feedback program Grammarly

O'Neill

Russell

2019

AJET

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Universities are increasingly looking towards online technology to assist their students. Grammarly advertises itself as the world’s most accurate online grammar checker, yet little research exists on its performance as a feedback tool in universities. This paper reports on a study investigating students’ perceptions of Grammarly when used in conjunction with advice from an academic learning advisor. Using a mixed methods sequential explanatory design, the study compared one group of students’ responses to the feedback they received from Grammarly (n = 54) with another group’s responses to the traditional non-automated grammar feedback they received from the Academic Learning Centre at CQUniversity (n = 42). Results show that students receiving feedback from Grammarly responded more positively to 9 of the 15 survey items and were significantly more satisfied with the grammar advice that they received compared with non-Grammarly students. No significant differences were registered between cohorts or delivery mode, which suggests that Grammarly can be used effectively by academic learning advisors to provide grammar support for both international and domestic students, online and on campus. It is recommended, however, that the program be used in conjunction with academic learning advisor input as the program is currently not accurate enough for independent use to be justified.

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Section: Introductionmentioning

confidence: 99%

Stop! Grammar time: University students’ perceptions of the automated feedback program Grammarly

O'Neill

Russell

2019

AJET

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Preparation for doctoral research: a narrative review

McDowall

Ramos

2023

Aust. Educ. Res.

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In Australia, only two-thirds of doctoral students finish their degrees, with underrepresented students completing at even lower rates. Students who successfully complete still experience many challenges throughout their degrees. In this narrative literature review, we use preparation and readiness for the doctorate as a framework to examine how students are prepared for studies at the doctoral level, the challenges they experience, and the support that universities provide. We also weave our own stories of the doctorate to demonstrate how the issues raised in the literature play out for doctoral students. Our findings suggest that how students are prepared for the doctorate remains under-researched, with much of the literature focusing on issues that emerge once students commence, and the supports that are provided in response to these challenges. A future focus on preparation may provide insight into how institutional processes can better support doctoral students to successfully complete their degrees.

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Writing Feedback Groups in International EAL Doctoral Students' Development as Scholarly Writers

Spies

2021

Handbook of Research on Developing Students’ Scholarly Dispositions in Higher Education

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For many international doctoral students, English is an additional language (EAL), and consequently, scholarly writing in English is a source of academic anxiety. Although international English as an additional language (IEAL) students often have professional experience in their field of study and have been academically successful, the shift in linguistic demand at the doctoral level is especially challenging. Learning to communicate as a member of the academic community requires the development of discipline specific knowledge, rhetorical conventions, and discourse registers which precisely communicate complex ideas in their nonnative language. Research evidence points to the importance of social support and feedback in international/EAL doctoral students' socialization into scholarly writing. This chapter outlines the implementation of a writing feedback group with four IEAL doctoral students and their developing scholarly habits of mind and academic writing skills.

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Piloting the Post-Entry Language Assessment: outcomes from a new system for supporting research candidates with English as an additional language

Cited by 3 publications

References 9 publications

Stop! Grammar time: University students’ perceptions of the automated feedback program Grammarly

Stop! Grammar time: University students’ perceptions of the automated feedback program Grammarly

Preparation for doctoral research: a narrative review

Writing Feedback Groups in International EAL Doctoral Students' Development as Scholarly Writers

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