Relevant bibliographies by topics / Academic writing challenges

Academic literature on the topic 'Academic writing challenges'

Author: Grafiati
Published: 4 June 2021
Last updated: 12 February 2022

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Journal articles on the topic "Academic writing challenges"

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Akhtar, Rubina. "The Effects of ESL Student‟s Attitude on Academic Writing Apprehensions and Academic Writing Challenges." International Journal of Psychosocial Rehabilitation 24, no. 5 (April 20, 2020): 5404–12. http://dx.doi.org/10.37200/ijpr/v24i5/pr2020247.

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Petrova, E. Y. "TEACHING ACADEMIC WRITING: CHALLENGES AND SOLUTIONS." Belgorod State University Scientific bulletin. Series Humanities 37, no. 1 (2018): 131–41. http://dx.doi.org/10.18413/2075-4574-2018-37-1-131-141.

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AlMarwani, Manal. "Academic Writing: Challenges and Potential Solutions." Arab World English Journal 6 (July 15, 2020): 114–21. http://dx.doi.org/10.24093/awej/call6.8.

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Fernsten, Linda A., and Mary Reda. "Helping students meet the challenges of academic writing." Teaching in Higher Education 16, no. 2 (April 2011): 171–82. http://dx.doi.org/10.1080/13562517.2010.507306.

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Arani, Jafar Asgari. "Academic insight on application and challenges of software to develop educational medical english writing." International Journal of Informatics and Communication Technology (IJ-ICT) 9, no. 2 (August 1, 2020): 140. http://dx.doi.org/10.11591/ijict.v9i2.pp140-150.

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This research has thrown up many questions in need of further investigation.There was an expressive quantitative-qualitative research, which a common investigation form was used in.The dialogue item was also applied to discover if the contributors asserted the media-based attitude supplements their learning of academic English writing classes or not.Data recounted academic” insights toward using Skype as a sustaining implement for lessons releasing based on chosen variables: their occupation, year of education, and knowledge with Skype discovered that there were no important statistical differences in the use of Skype units because of medical academics major knowledge. There are statistically important differences in using Skype units. The findings also, disclosed that there are statistically significant differences in using Skype units due to the practice with Skype variable, in favors of academics with no Skype use practice. Skype instrument as an instructive media is a positive medium to be employed to supply academic medical writing data and assist education. Academics who do not have enough time to contribute in classes believe comfortable using the Skype-based attitude in scientific writing. They who took part in the course claimed that their approval of this media is due to learning academic innovative medical writing.
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Edo-Marzá, Nuria. "Academic writing and publishing." Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 34, no. 1 (July 22, 2021): 83–118. http://dx.doi.org/10.1075/resla.18037.edo.

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Abstract Among the challenges facing scholars at university today, producing quantity and quality publications with the highest possible impact is probably perceived by most of them as the greatest. This pressure places scholars before the well-known “publish or perish” dilemma, which each academic may perceive, confront and approach differently. This study aims to disclose and depict the reality behind the hand that writes, in particular, the attitudes, practices and perceptions of Spanish English-linguistics scholars in Spanish public universities regarding academic life and the creation and publication of their research articles. Accordingly, the human, perceptual and psycho-affective dimensions have proved essential in this study. The paper provides an overall view of the situation by summarising the quantitative findings of an extensive Questionnaire, as well as the qualitative outcomes obtained from a subsequent e-interview to scholars occupying different positions at Spanish public university, and provides an evidence-based foundation to foster more “author-friendly” practices.
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Giraldo, Frank. "An English for Research Publication Purposes Course: Gains, Challenges, and Perceptions." GiST Education and Learning Research Journal 18 (June 21, 2019): 198–219. http://dx.doi.org/10.26817/16925777.454.

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Academic writing for scholars wanting to publish in English has gained considerable research attention in academic writing circles. This article reports the findings of a case study on the gains, challenges, and perceptions about writing in English that a group of scholars had while taking an academic writing course. Two questionnaires, an in-depth interview, and a teacher-researcher’s journal were used for data collection. The findings emphasize gains emerging from genre-based pedagogy as a holistic approach to academic writing and usefulness of teaching strategies for writing. The study reports time, discipline, and language proficiency as challenges to overcome. Finally, the participants report differing views towards peer feedback and a predominantly positive perception of English as the language for scientific writing.
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Phothongsunan, Sureepong. "Thai University Academics’ Challenges of Writing for Publication in English." Theory and Practice in Language Studies 6, no. 4 (April 5, 2016): 681. http://dx.doi.org/10.17507/tpls.0604.04.

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This study examines challenges faced by Thai university lecturers with regards to publishing their academic works in English. 18 academics from two university settings in Thailand were involved in this investigation. The interviews were used to understand the lecturers’ perceptions of the issues in writing for scholarly publication in the English language. Particularly, the aim of the research sought to discover what hindrances Thai university academics experienced and how they handled them. In addition, their needs for successful publishing were explored. The findings revealed three salient emerging themes, including (1) the need for publication in English; (2) difficulties in writing in English; and (3) the need for strenuous research support. The study suggests that university lecturers need more encouragement and support to publishing their academic works as a means of securing professional development, enhancing research culture and maintaining and increasing the national and international reputation of the university along with quality assurance.
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Kotamjani, Sedigheh Shakib, Arshad Abd Samad, and Mehrnaz Fahimirad. "International Postgraduate Students’ Perception of Challenges in Academic Writing in Malaysian Public Universities." International Journal of Applied Linguistics and English Literature 7, no. 7 (December 1, 2018): 191. http://dx.doi.org/10.7575/aiac.ijalel.v.7n.7p.191.

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The purpose of this study is to investigate international postgraduate students’ perceptions of difficulty with academic writing in Malaysian public universities. A survey was used to collect students’ perceptions of difficulties and challenges in general academic writing skills and language-related skills. The results revealed that students perceived greater difficulty in language-related problems than general academic writing skills. In terms of language-related skills, they ranked writing coherent paragraph, summarizing and paraphrasing, applying appropriate lexical phrases, utilizing proper academic language and vocabulary respectively as the most difficult areas in writing. However, with respect to general academic writing skills, they perceived the most difficulties in reviewing and criticizing the literature, writing introduction and research gap. The results of this study implied that international postgraduate students who graduated from non-English medium instruction universities should be supported in terms of English for Academic Purposes (EAP), critical thinking skills and language-related skills to become self-directed in learning to write.
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Alhasani, Mirela Dubali. "Educational Turning Point in Albania: No More Mechanic Parrots but Critical Thinkers." Journal of Educational Issues 1, no. 2 (December 9, 2015): 117. http://dx.doi.org/10.5296/jei.v1i2.8464.

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<p>Since 2004 Albanian academics have been making efforts to establish the best Western practices of academic writing associated with critical thinking and writing skills for university students. In this article, I will shed light upon the special challenges and peculiarities the establishment of Academic Writing discipline has encountered in Albania over the years of educational transformation in the broad framework of democratic political transition. I argue that the socio-political indoctrination of the society during five decades of communist dictatorship has delayed the cultivation of critical thinking, reading and, consequently, critical writing skills for academic and occupational opportunities. Moreover, the research will not be limited only to causal factors of delay, instead, it will pave the way to recommendations that accelerate the successful acquisition and possession of such crucial academic writing skills for Albanian university graduates and academia in general.</p><p>First, I provide literature on definition of critical thinking and its improvement through writing courses; next I depict the typical political indoctrination of students during communist dictatorship tracing the legacy of mechanic reading and the huge lack of critical discourse even among the academic staffs themselves; later on I discuss the contemporary academic focus being placed upon the need of critical academic writing to prepare independent thinkers successful to face the democratic transition. Finally, and most importantly, I offer substantial suggestions and recommendations how to implement successfully the Western Academic writing tradition in the higher education curricula by taking into consideration Albania’s educational legacy.</p>
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Dissertations / Theses on the topic "Academic writing challenges"

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Shaheen, Nisbah. "International students at UK universities : critical thinking-related challenges to academic writing." Thesis, University of Huddersfield, 2012. http://eprints.hud.ac.uk/id/eprint/16429/.

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Universities in the UK host considerable numbers of international students pursuing higher degrees, which raises questions about the extent of their adaptation to a new academic environment. Critical thinking is a key skill expected of university graduates in the British education system, and it has been an increasing focus of attention in recent years. Concerns about international students’ lack of critical thinking in academic writing have been raised by teaching professionals. A review of previous literature shows that little research has been undertaken on issues related to critical thinking for a culturally and linguistically diverse range of students. Furthermore, in those research studies which have been undertaken, the learner’s voice has not been clearly evident. The present thesis, therefore, seeks to explore the problems faced by international students with regard to their approaches towards critical thinking, often derived from their previous cultures where people prefer a collective style of learning rather than an individual one, and where they respect and avoid criticizing the work of other scholars. The experiences of international students studying at two British universities were investigated by means of face-to-face individual interviews, self-reports, learners’ diaries and a case study, based on qualitative data. As a result of these findings, it was clear that the students held various conceptions of critical thinking which were based on their socialization and either their present experience of the practice of these intellectual skills, or the absence of this practice in their respective cultures. Majority of the students were found to choose surface rather than deep learning strategies. The analysis of data revealed that students from non-Western traditions are very different in approaching critical thinking tasks such as formulating and evaluating arguments, analysing critically and making sound judgements etc. Particular features of their previous educational experiences were identified as major barriers in the students’ development of critical thinking. International students, in particular, felt that their previous educational background had not developed them in a way which encouraged them to think analytically and creatively. However, the analysis also highlights the fact that EAP language support programmes have been unable to address students’ specific academic writing needs in order to bridge the skills gap of culturally diverse student bodies. The in-depth findings may support developments designed to enhance students’ experiences in the British context. Overall, the present thesis investigates cross-cultural issues by providing explanations for specific areas of difficulty related to students’ poor writing performance, as a result of the fact that critical thinking skills are crucial elements of the basic assessment tools in British universities. The thesis thus aims to make a modest contribution to broadening the understanding of international students’ problems and approaches towards critical thinking, and presents methods which may be useful to facilitate students’ learning experiences.
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Holbrook, Gelareh. "The challenges of logical connectors in academic writing : towards a dual-focussed process-oriented model." Thesis, University of Aberdeen, 2013. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=201903.

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Research studies in English linguistics and education have long been seeking ways in which NNSs (non-native speakers) can improve the quality of their writing in order to communicate effectively within Higher Education in English speaking countries. While most ESL (English as a Second Language) teachers and scholars consider coherence as one of the key indicators of good writing, NNS university students are often criticised for producing incoherent writing often due to their misuse of cohesive conventions such as English logical connectors (e.g., conjunctive adverbials and subordinating conjunctions). Scholars in various fields of EAP (English for Academic Purposes), ESL, and ESOL (English for Speakers of Other Languages) have suggested that NNSs’ lack of success in the appropriate use of logical connectors is due to a) the complex semantic and syntactic nature of these elements and b) shortcomings in pedagogical approaches. Therefore, there is an urgent need for investigating an alternative pedagogical approach which provides further information on the ESL learners’ conceptual and grammatical difficulties associated with logical connectors from learner perspectives and supports learner understanding of the syntactic and semantic values of logical connectors. This study aims to incorporate a scaffolding technique embedded in a social constructivist approach referred to as Learning Conversations and to investigate the extent to which this approach supports learner development of understanding. This qualitative study was carried out with 9 students studying English academic skills at a language centre based in a UK university. The study has made use of various methods of data collection, namely think-aloud protocols, a diagnostic test, Reflective Learning Evaluation, and Learning Conversations. The constituent tools evolved into a dual-focussed process-oriented model. The data suggest the ESL learners’ developed an increasing understanding of logical connectors they had previously found problematic and difficult to use through the application of this model.
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Hadia, Gharnasa M. "An analysis of english academic writing in a Libyan university." University of the Western Cape, 2020. http://hdl.handle.net/11394/7356.

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Philosophiae Doctor - PhD
This study explores English academic writing in a Libyan university. The results show a number of challenges and issues that Libyan university students experience in using English for academic writing. The study suggests intervention procedures that may correct students’ linguistic academic deficiencies. Using Gee (1999)’s D/discourse theory and Bourdieu’s theory of habitus and field, which view writing as a social practice embedded in social activities, the study takes a purely qualitative approach, presenting data descriptions by both students and lecturers. The sample size of the investigation is eight – four lecturers and four students. The data was collected mainly through classroom observation, open-ended interviews and an analysis of students’ assignment essays. The results indicate several areas of challenge for Libyan students with regard to academic writing; a lack of adequate ‘scaffolding’, a lack of ample time spent on authentic practice, and inappropriate immediate feedback. Findings also show a lack of teaching methods and strategies that correct syntactical and morphological errors, and a lack of skills – research skills. Further to this, results revealed a lack of synthesis and summary skills, referencing skills – and a lack of confidence in tackling academic writing tasks. In addition, the lack of appropriate materials to consult was a contributing factor, as was students’ social and economic status. The study calls for various interventions that may assist students to acquire academic writing skills and hence develop a sense of confidence in taking on academic tasks.
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Hu, Jumin. "The academic writing of Chinese graduate students in sciences and engineering, processes and challenges." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq61112.pdf.

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Newby, Tara L. "The Implementation of Engineering Design Challenges on 4th Grade Students' Attitudes Towards Engineering, Classroom Climate, and Writing Ability." Master's thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5353.

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The purpose of this study was to determine if my practice of having 4th grade students participate in engineering design challenges impacted their attitudes towards engineering, the classroom climate, and writing ability. In this action research students were given a pre and posttest that measured their attitudes towards engineering and their perceptions of the classroom climate. A pre and post written reflection was also examined and compared for the use of predicting, observing, thinking, explaining, reflecting, and yearning to learn more. A triangulation of data included the use of pre and posttest statistical analysis, rubrics, teacher observation, and student interviews. The data collected from this action research project showed that that students were more satisfied with the course after completing the design challenges, the classroom environment improved in that students perceived the level of friction in the class had decreased. The data collected also showed that students' attitudes towards engineers was changed in that they were more likely to want to pursue a career in engineering and take a future school course in engineering after having completed this action research. Student generated definitions of engineers demonstrated a decrease in the number of misconceptions about the work of engineers and an increase in students' knowledge as to what engineers do for a living. My practice of implementing engineering design challenges with a 4th grade class did not have an impact on students writing ability.
ID: 031001309; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Adviser: Bobby Jeanpierre.; Title from PDF title page (viewed March 22, 2013).; Thesis (M.Ed.)--University of Central Florida, 2012.; Includes bibliographical references (p. 110-112).
M.Ed.
Masters
Teaching, Learning and Leadership
Education and Human Performance
K-8 Math and Science
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Hirano, Eliana. "Refugees Negotiating Academic Literacies in First-Year College: Challenges, Strategies, and Resources." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/alesl_diss/18.

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The growing number of language minority students graduating from a U.S. high school and entering college has motivated many studies. These students are often referred to as Generation 1.5, a term that loosely indicates they arrived in this country at an early age and had most of their education in U.S. K-12 settings. The studies that have focused on this population often group refugees with other immigrants. Although refugees may not have arrived in this country at an early age, those coming from war torn countries as teenagers have often had their formal education interrupted in their home countries with the result that schooling in the U.S. comprises most, if not all, of their education. The purpose of the current study was to investigate how refugee students experience academic literacy practices in their first year of college, the challenges they face in this process, and the resources and strategies they use to cope with postsecondary reading and writing demands. In order to carry out this investigation, a qualitative year-long multiple-case study (Duff, 2008) was conducted. Participants were seven refugee students attending a small liberal arts college. Data collection involved interviews with the focal participants and faculty, class observations, and written documents. Findings revealed that all seven participants were successful completing their first year in college, passing all the classes they registered for. At the same time, the day-to-day struggle to keep up and cope with reading and writing assignments presented these students with several challenges resulting from their still developing English language proficiency, lack of background knowledge, and unfamiliarity with academic genres, to name a few sources of difficulty. These challenges were offset by the motivation showed by the seven participants and their ability in developing coping strategies and drawing upon the resources made available to them. Repeated use of resources and uncritical acceptance of support, however, sometimes yielded undesirable results. The findings indicate that many of the strategies used by the participants involved peers, tutors, and professors who, within the supportive college environment, offered these students the assistance they needed.
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Kalikokha, Chimwemwe. "The perceptions of a group of first year undergraduate Malawian students of the essay writing process." Click here to access this resource online, 2008. http://hdl.handle.net/10292/396.

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The purpose of this study was to explore the perceptions of the essay writing process of first year undergraduates at Chancellor College (University of Malawi) and to a lesser extent those of the lecturers responsible for teaching academic skills. A mixed methods design, combining qualitative and quantitative techniques, was employed in order to obtain richer data for deeper understanding of the students’ writing process. Two hundred students from the humanities and social science faculties responded to a self-completion questionnaire towards the end of semester one. Based on the students’ responses, an open-ended questionnaire was administered to four full time English for Academic Purposes (EAP) instructors. Findings from this study indicate that most students find it very challenging to obtain sufficient and relevant source text information, paraphrase or summarise information, and use an appropriate academic writing style. As solutions to these challenges, the students suggested the need for timely essay writing instruction, availability of resources for essay writing, increased amount of time spent on essay writing instruction, and discipline specific instruction in essay writing. EAP instructors identified lack of teaching and learning materials, large EAP classes, and students’ negative attitude towards the EAP course, as some of the challenges they encounter when teaching the course. The EAP instructors proposed an increase in the number of staff members, making students aware of the significance of the EAP course at an early stage, and the availability of up to date resources, as some of the ways in which the teaching of the course can be improved. Overall, the findings seem to suggest that difficulties that students encounter during the writing process and teaching challenges that EAP instructors face, have great impact on students’ perception of academic writing as well as their approach to writing tasks. The findings also suggest a lack of dialogue between the students and their lecturers. This is evident in students’ unawareness of the nature of the writing demands of their lecturers and disciplines; students’ desire to have timely essay writing instruction; and the lecturers’ concerns about students’ negative attitude towards the EAP course.
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Maurtin-Cairncross, Anita. "Creating 'space' for publication: challenges faced by women academic staff members at historically Black South African universities." Thesis, University of the Western Cape, 2003. http://etd.uwc.ac.za/index.php?module=etd&amp.

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In this study an attempt was made to explore the challenges with regard to publications experienced by academic women at three selected Historically Black Universities (HBUs). Although based predominantly within a feminist qualitative metholodogical framework, both qualitative and quantitative research methods were used in this study. Based on the findings of the study, the recommendations illustrated participants' responses. Some of the recommendations illustrated participants' expressed need of staff development with a specific focus on training in publication skills
mentoring and support networks
assistance and support for their publishing venture at both institutional and departmental level and the development of strategies that would assist academic women in 'juggling' their personal and academic roles.
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Vicatos, Evelyn Magdalene. "Challenges of a new academic discourse: an investigation into the reading and writing practices of first-year chemical engineering students at a South African University." Master's thesis, Faculty of Humanities, 2021. http://hdl.handle.net/11427/33966.

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The challenges for a diverse intake of first-year engineering students, when acquiring a new academic discourse during the transition to university, has triggered this study of literacy practices in the first project task in a core first-year chemical engineering course, in a four-year undergraduate degree programme at a South African university. Most reviewed engineering courses incorporate a socialisation approach into valued practices including literacy skills, particularly writing. Research on such courses focuses on the outcome of successful acquisition of a new discourse, rather than the process. This study focuses not only on the successful outcome, but also on describing and explaining the process of acquisition in the classroom leading to this outcome. It specifically investigates what is valued in the reading and writing tasks of the first project and the qualitative detail of students' writing, as they utilise school resources to fulfil their interpretations of the literacy task requirements. The study followed an ethnographic case study approach, informed by Norman Fairclough's language and social theory and his related methodology of critical discourse analysis. It included observation, interviews with twelve selected students, the course convenor and lecturer, and the analysis of course documents and written texts of two students, each from a selected group. The analysis shows that there is a strong socialisation approach into valued literacy and other practices in the course project work from the start of the programme. This requires integrating valued knowledge, literacies and ways of being and interacting into different learning areas (called “strands”), related to professional graduate outcomes, and with activities which should be completed in the valued prescribed way to meet these outcomes. The analysis also shows that the project work includes potentially transformative aspects, associated with an Academic Literacies perspective, by including current shifts in valued knowledge and by extending support for a gradual socialisation process with projects throughout the degree programme. The key finding of this study is that the socialisation process is very complex, not only because of the type of literacy resources which students bring from school, but because of multiple issues occurring in the classroom when they interpret and produce texts. These include the range of information given meaning in the course documents, time pressure related to competing demands of various strands, and power relations within groupwork. The results can inform further collaborative educational development and longitudinal research between disciplinary and literacy staff to strengthen the existing support for this complex process. This would increase the transformative potential of the course project work by helping students to access valued practices for their first task within a new academic discourse, especially for a diverse student cohort.
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Lok, Pui-ying Katherine, and 駱佩瑩. "The challenge of subject-area writing: a diagnostic study of L2 students' argumentative history essays." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45176358.

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Books on the topic "Academic writing challenges"

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1948-, Cohen Deborah S., and O'Day Jennifer 1951-, eds. Challenges: A process approach to academic English. Englewood Cliffs, N.J: Prentice Hall Regents, 1991.

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Academic writing in a second or foreign language: Issues and challenges facing ESL/EFL academic writers in higher education contexts. London: Continuum International Pub., 2012.

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Brown, H. Douglas. Challenges. Prentice Hall College Div, 1993.

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Cohen, Deborah S., Jennifer O'Day, and H. Douglas Brown. Challenges: A Process Approach to Academic English. Prentice Hall, 1990.

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Cohen, Deborah S., Jennifer O'Day, and H. Douglas Brown. Challenges: A Process Approach to Academic English. Prentice Hall, 1990.

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Challenges in Writing Your Dissertation: Coping with the Emotional, Interpersonal, and Spiritual Struggles. Rowman & Littlefield Publishers, Incorporated, 2015.

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Sterne, Noelle. Challenges in Writing Your Dissertation: Coping with the Emotional, Interpersonal, and Spiritual Struggles. Rowman & Littlefield Publishers, Incorporated, 2015.

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Supporting Research Writing Roles And Challenges In Multilingual Settings. Woodhead Publishing Ltd, 2012.

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Undergraduates in a Second Language: Challenges and Complexities of Academic Literacy Development. Lawrence Erlbaum, 2007.

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Undergraduates in a Second Language: Challenges and Complexities of Academic Literacy Development. Lawrence Erlbaum, 2007.

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Book chapters on the topic "Academic writing challenges"

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Ivanič, Roz, and Mary R. Lea. "New Contexts, New Challenges: the Teaching of Writing in UK Higher Education." In Teaching Academic Writing in UK Higher Education, 6–15. London: Macmillan Education UK, 2006. http://dx.doi.org/10.1007/978-0-230-20858-2_1.

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Shchemeleva, Irina, and Natalia Smirnova. "Academic Writing in a Russian University Setting: Challenges and Perspectives." In University Writing in Central and Eastern Europe: Tradition, Transition, and Innovation, 75–88. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-95198-0_6.

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"Critiques and challenges." In Rethinking academic writing pedagogy for the European university, 73–91. Brill | Rodopi, 2012. http://dx.doi.org/10.1163/9789401207959_007.

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S, ARCHANA S. "Challenges faced by research scholar in writing research paper in English." In WRITING SKILLS FOR ACADEMIC RESEARCH, 56–72. Royal Book Publisher, 2021. http://dx.doi.org/10.26524/royal.55.4.

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Rao, V. C. S [1]. The international mobility of young researchers is facilitated by English as the global academic language. Many foreign academic journals have chosen English as their language of choice. Academic writing is difficult, structured, objective, explicit, ambiguous, and accountable. It is carefully structured and meticulously designed.Langum.V et al. (2017) Doctoral students in non-English speaking countries.
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"Academic writing in MOOC environments: challenges and rewards." In Technology-Enhanced Language Learning for Specialized Domains, 187–98. Milton Park, Abingdon, Oxon ; New York,: Routledge, 2016. http://dx.doi.org/10.4324/9781315651729-26.

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S P, MANIKANDAN. "Utilising English: A Communicative Medium in Academic Writing." In CHALLENGES IN ACADEMIC WRITING –A PRAGMATIC STUDY, 143–65. Royal Book Publisher, 2021. http://dx.doi.org/10.26524/royal.54.8.

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Rao, V. Chandra (2018). Many foreign academic journals have chosen English as their language of choice. Academic writing is difficult, structured, objective, explicit, ambiguous, and accountable. Much of the time research papers are regularly dismissed because of absence of good composing abilities in English language and absence of utilizing fitting words or sentence structures. English is generally considered and dominatingly utilized for composing scholarly or logical examination papers.
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S, PRABHAVATHY. "Enhancing the basic skills of Students and Scholars for Academic writing in English language." In CHALLENGES IN ACADEMIC WRITING –A PRAGMATIC STUDY, 217–33. Royal Book Publisher, 2021. http://dx.doi.org/10.26524/royal.54.12.

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Fengjie, L. (2016). The common grammatical problems in English writing, is to improve college students’ writing ability in English, and to minimize students’ mistakes in the process of writing and then to analyse the grammatical mistakes which is often appear while writing and explain the reasons for the student mistakes and explore the systematic reasons to correct the mistakes.
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MATHEW, ARUL TREESA. "How important is English in scientific writing?" In CHALLENGES IN ACADEMIC WRITING –A PRAGMATIC STUDY, 1–21. Royal Book Publisher, 2021. http://dx.doi.org/10.26524/royal.54.1.

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Mastering the English Language has always been an important milestone in one’s educational journey since childhood. Especially in developing countries, being affluent in English Language also implied better employment prospects. Similarly, proficiency in English Writing has become a measure of quality in the world of research. First level scrutiny of a research article has invariably taken into account how the article was drafted, error-free and understandable.
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M, AMUDHA. "Researcher significant challenges and difficulties while writing a research paper using English language." In WRITING SKILLS FOR ACADEMIC RESEARCH, 19–35. Royal Book Publisher, 2021. http://dx.doi.org/10.26524/royal.55.2.

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English has been the language of choice for several international scholarly journals. In most cases research papers are often rejected assist to lack of excellent writing skills in English and lack of using appropriate words/vocabulary or sentence structures. English utilized in everyday situations or general purpose is sort of different from English utilized in academic writing. Academic English is purposely used for reading and understanding the study materials, and writing about the topic
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S, SANTHAKUMARI. "Hurdles faced by researchers while writing and publishing academic papers in English." In CHALLENGES IN ACADEMIC WRITING –A PRAGMATIC STUDY, 280–302. Royal Book Publisher, 2021. http://dx.doi.org/10.26524/royal.54.15.

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This paper is a systematic literature review that gives the significance of having English writing skill in academic research writing for research scholars, students and teachers. In this regard, writing in English is very challenging for students, teachers, and research scholars, people whose first language was not English. Sermsook, K., & et al. (2017).
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Conference papers on the topic "Academic writing challenges"

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Mansour, Deena Mohammad. "Using COCA to Foster Students’ Use of English Collocations in Academic Writing." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5301.

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Using Corpora in foreign language teaching is on of the very efficient ways in proposing solutions for pedagogical issues, either through adopting a corpus-based teaching approach or through using the corpus in developing material. Developing academic writing competence is a challenging pedagogical issue for English teachers as well as learners. Second language learners come across considerable challenges as they are developing their academic writing competence. One of these challenges is the use of English collocations since that learning about collocations is of a crucial importance. Hence, due to the wide variety of collocations and their different types, one of the challenges that face both L2 learners of English as well as teachers is how to use English collocations successfully in academic writing due to the fact that collocational awareness and proficiency is a necessity for competent written discourse especially in academic writing. Therefore, academic writing proficiency is one of the major problematic areas that university students encounter. This paper focuses on how to direct students to a more effective use of Corpus of Contemporary American English (COCA) in order to foster their learning process of different English collocations, and use English collocations accurately in their academic writings. This paper illustrates search mechanisms and search strings that could be implemented effectively on COCA to get more representative and accurate collocation results. Keywords: corpus, academic writing, collocations, COCA
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Duran, Greg. "PEER REVIEW IN THE EFL WRITING CLASSROOM - PERSPECTIVES AND CHALLENGES." In 29th International Academic Conference, Rome. International Institute of Social and Economic Sciences, 2017. http://dx.doi.org/10.20472/iac.2017.029.010.

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Kalynovska, I. М., and E. К. Koliada. "Peer assessment as an instructional method in academic writing." In PHILOLOGICAL SCIENCES, INTERCULTURAL COMMUNICATION AND TRANSLATION STUDIES: AN EXPERIENCE AND CHALLENGES. Baltija Publishing, 2021. http://dx.doi.org/10.30525/978-9934-26-073-5-2-67.

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Muflihun and Citra Prasiska Puspita Tohamba. "The Challenges That Indonesian Students Faced in Academic Writing: A Cross-Disciplinary Study of Academic Literacies." In 2nd International Conference on Technology and Educational Science (ICTES 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210407.207.

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Oliveira, Eduardo Araujo, Rianne Conijn, Paula De Barba, Kelly Trezise, Menno van Zaanen, and Gregor Kennedy. "Writing analytics across essay tasks with different cognitive load demands." In ASCILITE 2020: ASCILITE’s First Virtual Conference. University of New England, Armidale, 2020. http://dx.doi.org/10.14742/ascilite2020.0121.

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Essay tasks are a widely used form of assessment in higher education. Writing analytics can assist with challenges related to using essay tasks at scale and to identifying different issues in academic integrity. In this paper, we combined two techniques to investigate how students’ writing analytics varied across essay tasks with different cognitive load, considering both their typing behavior (i.e., writing process) and writing style (i.e., writing product). We also examined their relationship across these essay tasks. Findings showed that writing processes change across tasks with different cognitive load: when cognitive load increases, the interword intervals (indicator of planning and/or reviewing processes) increased, the burst length (indicator of translation processes) decreased, and the number of revisions per minute (indicator of reviewing processes) decreased. In contrast to the relation between the writing process and cognitive load, the relation between the writing product and cognitive load was found less clear. The results showed small and mixed effects of the tasks differing in cognitive load on the different writing product metrics. Hence, although the writing product follows from the writing process, the relation between cognitive load and the writing product and process appears to be less straightforward.
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Blinova, Olga. "TEACHING ACADEMIC WRITING AT UNIVERSITY LEVEL IN RUSSIA THROUGH MASSIVE OPEN ONLINE COURSES: NATIONAL TRADITIONS AND GLOBAL CHALLENGES." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.1490.

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Jabeen, Rubaiyat. "WRITING CHALLENGES AND USEFUL STRATEGIES: AN INVESTIGATION OF THE EXPERIENCES OF INTERNATIONAL UNDERGRADUATE STUDENTS IN THE CANADIAN ACADEMIC CONTEXT." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.1192.

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Pachidis, V., P. Pilidis, and I. Li. "Training Future Gas Turbine Performance Engineers." In ASME Turbo Expo 2007: Power for Land, Sea, and Air. ASMEDC, 2007. http://dx.doi.org/10.1115/gt2007-27400.

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The performance analysis of modern gas turbine engine systems has led industry to the development of sophisticated gas turbine performance simulation tools and the utilization of skilled operators who must possess the ability to balance environmental, performance and economic requirements. Academic institutions, in their training of potential gas turbine performance engineers have to be able to meet these new challenges, at least at a postgraduate level. This paper describes in detail the “Gas Turbine Performance Simulation” module of the “Thermal Power” MSc course at Cranfield University in the UK, and particularly its practical content. This covers a laboratory test of a small Auxiliary Power Unit (APU) gas turbine engine, the simulation of the ‘clean’ engine performance using a sophisticated gas turbine performance simulation tool, as well as the simulation of the degraded performance of the engine. Through this exercise students are expected to gain a basic understanding of compressor and turbine operation, gain experience in gas turbine engine testing and test data collection and assessment, develop a clear, analytical approach to gas turbine performance simulation issues, improve their technical communication skills and finally gain experience in writing a proper technical report.
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Rokhmani, Teguh, Bedjo Sujanto, and Muchlis Luddin. "Sounding the Truth in Academic Writing." In International Conference on Environmental Awareness for Sustainable Development in conjunction with International Conference on Challenge and Opportunities Sustainable Environmental Development, ICEASD & ICCOSED 2019, 1-2 April 2019, Kendari, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.1-4-2019.2287271.

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Yambay de Armijos, Karen. "METACOGNITION: THE ACADEMIC WRITING CHALLENGE IN A RESEARCH-BASED LEARNING MASTER´S PROGRAM." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.1077.

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