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International EFL/ESL master students' adaptation strategies for academic writing practices at tertiary level

Journal of international students, 2017-07, Vol.7 (3), p.620 [Peer Reviewed Journal]

COPYRIGHT 2017 Journal of International Students ;Copyright Journal of International Students (JIS) Jul/Aug 2017 ;ISSN: 2162-3104 ;EISSN: 2166-3750 ;DOI: 10.5281/zenodo.570025

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  • Title:
    International EFL/ESL master students' adaptation strategies for academic writing practices at tertiary level
  • Author: Singh, Manjet Kaur Mehar
  • Subjects: Academic Discourse ; Adjustment (Psychology) ; Communities of Practice ; Educational aspects ; English (Second Language) ; Focus Groups ; Foreign Countries ; Foreign Students ; Graduate Students ; Higher education ; Language Proficiency ; Masters Programs ; Methods ; Profiles ; Psychological aspects ; Qualitative Research ; Second Language Learning ; Semi Structured Interviews ; Student Attitudes ; Student writing ; Students, Foreign ; Studies ; Technical writing ; Writing (Composition) ; Writing Instruction ; Writing Strategies
  • Is Part Of: Journal of international students, 2017-07, Vol.7 (3), p.620
  • Description: ABSTRACT The present research provides insights into the different forms of adaptation strategies employed by international graduate students to overcome the challenges faced in the academic writing practices and gain access to their disciplinary communities of practice at Master's level. Semi-structured focus group interviews allowed the international graduate students to share their own experiences in the employment of suitable adaptation strategies to overcome the challenges faced in their academic writing practices in the Master programs. The adaptation strategies employed include enhancing their English language proficiency, referring to non-formal advisory services, and improving their academic writing style. Keywords: academic writing practices; adaptation strategies; challenges; international graduate students; Master program The crucial role of academic writing practices has been increasingly acknowledged in "integrating disparate ideas, synthesizing perspectives, and extending theory which demand a higher-level construction skills and perspective-taking, as well as greater concern for accuracy, voice, and audience" (Lavelle & Bushrow, 2007, p. 809). [...]writing aids in both developing and demonstrating critical-thinking skills, and has been categorized as "the exterior sign of an interior thinking process" (Bean, 1996, p. 20). [...]of this, new graduate students have to identify themselves as part of a particular academic community, and without this identity formation, they will not be able to participate or acquire academic literacies skills linked to academic success. Similar to Casanave (2002), Braine (2002) in his argument noted that it is crucial for graduate students to build interactive and good relationships with their lecturers, thesis supervisors, and peers to ensure they gain entry...
  • Publisher: Jonesboro: Journal of International Students
  • Language: English
  • Identifier: ISSN: 2162-3104
    EISSN: 2166-3750
    DOI: 10.5281/zenodo.570025
  • Source: ERIC Full Text Only (Discovery)
    Alma/SFX Local Collection
    ProQuest Central
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