Academic Writing Research Articles

A Multidimensional Analysis of Academic Writing: A Comparative Study of Saudi and British University Students’ Writing

Academic writing is one of the most crucial skills for university students across the globe; however, the conventions of writing vary across different cultures. This research study used a multidimensional approach to analyze Saudi students' writings compared to British students. A specialized corpus of Saudi academic English writing (CSAEW) was developed to explore interdisciplinary lexico-grammatical patterns. The data was collected from the undergraduate students enrolled in the universities from three regions across the Kingdom. The CSAEW was compared with the British Academic Writing English corpus. Biber's multidimensional model was used to examine linguistic features along dimensions such as involvement, information, argumentation, narration, and abstraction. The study provides evidence about how Saudi students prefer particular lexical and grammatical patterns over others and how Saudi academic writing is distinguished compared to British academic English. The study results indicate that CSAEW is more explicit and non-narrative than BCAW. There are marked differences on dimensions 1, 4, and 5. The mean scores of CSAEW and BCAW fall on the opposite side of the continuum. The findings document the patterns of linguistic variation in Saudi students' academic writing compared to that of British students. Based on the pattern of variation, the study provides some recommendations for pedagogical practices to improve Saudi students’ writing skills.

The Importance of Cohesion in Academic Writing

This paper aims to help the flow of writing of academic pieces of work. As it is known, it is difficult to define what academic writing is because it depends on the purpose of the writer and the reasons that they are writing. Therefore, there are many different forms of academic writing pieces. This paper focuses on pieces written by international university students for education, teaching or social studies. It could help, for example, with an essay, an assignment, a report, or research. Correspondingly, cohesion is crucial; it helps the academic work to be more understandable and worthy to read. In addition, it enables the writer to express their idea coherently in writing. Consequently, this paper illustrates some authors’ advice and views that should help students and researchers improve their academic writing skills. It also analyzes some academic essays written by non-English major Libyan students.

Communicational Model: Typology of Academic Writing Assessment in Spanish in Higher Education

Communicational Model: Typology of Academic Writing Assessment in Spanish in Higher Education

Problems with Academic Writing Encountered by EFL Postgraduate Students at a University in the Mekong Delta

This small-scale survey aimed to investigate the frequent problems of EFL postgraduate students in academic writing. The subjects were 37 postgraduate students studying theand methodology of English language teaching major at a University in the Mekong Delta. Questionnaires and semi-structured interviews were used to gather the data in this study. The results of the questionnaires suggest that reference and citation, coherence and cohesion, plagiarism and paraphrasing, lexical, and grammatical problems are EFL postgraduate students' problems in academic writing. The results from semi-structured interviews indicated a variety of factors contributed to those problems. They are the difference between English and their mother tongue, lack of academic writing knowledge and experience, lack of understanding of the topic, and reference material. Realizing the existence of problems, EFL postgraduate students can find ways to overcome them. Besides that, lecturers and instructors can base on the problems and the reasons for problems to use appropriate teaching methods, approaches, and styles to support EFL postgraduate students in academic writing and minimize their problems.

Delinking from Monolingual Norms: A Case Study of Chinese Postgraduate Students’ Translanguaging Practices in English Academic Writing

Delinking from Monolingual Norms: A Case Study of Chinese Postgraduate Students’ Translanguaging Practices in English Academic Writing

Rabindranath Tagore’s Works in Cinema: A Review of Selected Critical Works

Locating the platitude of perspectives and arguments in the existing critical works on Bengali film adaptations, this critical review article examines some of the significant academic writings on Rabindranath Tagore’s works on screen. Since the vast filmography based on Tagore’s works, commonly known as ‘Tagore films’, has not received adequate critical and theoretical attention in South Asian academia, let alone in the adaptation studies in global academia, the number of critical works on them is relatively small. The main significance of this essay lies in focusing on the commonality of assessment of Bengali film adaptations (based on Tagore’s works) from a moralistic position of fidelity criticism – not from the theoretical lens of diverse adaptation theories – and on addressing the difficulty in fitting the existing assessments in the critical spectrum of adaptation scholarship. It has become an academic dismay for aspiring researchers to find materials on the annals of the filmography, given that there are so few scholarly publications spread across the internet's vast ocean and the interstices of libraries. Considering this context and realising the dire necessity for review articles on Tagore films, this article bears immense academic and theoretical value. By examining selected critical works analytically from the premise of the auteur theory that underpins creative adaptations, this study has the potential to ease the extraordinary burden of academic enquiries in the growing body of writings on film adaptations. More importantly, the paper will unveil, in the existing critical works, some glaring lacunas that may be addressed by future critical endeavours.

The Symphony of Writing Strategies: Exploration of Strategies Used in a Collaborative Academic Writing Task

Inspired by Rebecca Oxford's thought-provoking reflections on language learning strategies, and particularly her orchestra metaphor on how the strategies work together, I conducted a study that seeks to understand how non-native writers employ, configure, sequence and combine individual writing strategies when creating a text in the target language. Four dyads of undergraduate students of English were video-recorded while jointly writing an argumentative essay. The transcripts were analyzed using a general inductive approach to uncover writing strategies emerging in the writing process and to explore how individual strategies are coordinated in task completion. The most important finding is that writers do not randomly sequence the strategies, but they orchestrate them to attain the desired goal. Metaphorically, learners combine writing strategies into 'symphonies of strategies', mirroring the way different instruments of an orchestra create music.

The Importance of Non-Conviction Based (NCB) Regulations For Asset Confiscation in Illegal Investment

The purpose of this research is to find out the importance of Non-Conviction Based (NCB) asset confiscation management in illegal investment cases in Indonesia. NCB is a method of confiscating assets that allows the state to confiscation assets without a court order on past criminal convictions. This article argues that controlling the NCB is important to ensure the effectiveness of asset recovery in illegal investment cases and to prevent law enforcement officials from abusing their powers. This research uses a qualitative approach and examines relevant laws and regulations, court decisions and academic writings along with a brief description of the situation in the European Union. The findings in this study indicate that the existing laws and regulations in Indonesia for implementing NCB are inadequate. Hence, asset expropriation in illegal investment cases cannot be carried out without a court order on past criminal decisions. This study recommends making a law on asset confiscation for illegal investment cases that can provide clear criteria and procedures in civil procedural law for the use of the NCB mechanism similar to those exist in a number of EU Member States.

Academic writing apprehension in higher education: A systematic review

Considering the crucial skill required in formal education, specifically in higher education, academic writing is a part of every academic writer’s life. However, some writers often feel that they have insufficient knowledge of source use and academic writing. Responding to this issue, this systematic review aims to untangle factors encountered by the writers while having academic writing and the solution to cope with the problems. A literature search supported by Publish or Perish application explored academic articles published in Scopus and Web of Science databases from 2014 to 2022. Employing the PRISMA method, 19 academic articles in qualitative, quantitative, and mixed-method designs were selected to explore the issue. Exploring the selected articles, this systematic review resulted in the following findings: (1) the factors influencing students’ writing apprehension include unfamiliarity with academic tone and style, beliefs about writing, cognitive and behavioral anxiety, and insufficient support for writing; and (2) to cope with this writing apprehension, students may seek help from others, improve their writing strategies, and effectively manage writing feedback. Furthermore, faculty members should provide more appropriate teaching techniques and opportunities for students to share ideas with their peers to reduce writing anxiety and apprehension. The implications for pedagogical practices and future research directions are further discussed.

Using Programming Environments for Academic Research and Writing

Using Programming Environments for Academic Research and Writing

Information Sources Preferred by Students in Academic Writing

The study was conducted to directly determine the information resources used by students. Also, the study specifically aimed to identify which format and type of information resources are preferred by students when writing their researches or assignments. A devised structured survey questionnaire; other parts of the tool were patterned with the study of Dilevko & Gottlieb5. The survey was administered 1st Semester of 2022-2023 to eighty (n= 80) students, forty (40) each from second and fifth year plus students. The collected surveys were sorted and tabulated.Mean, percentage and rank were used to treat the data statistically. Results demonstrated that despite the proliferation of online information sources, students still preferred to use print when writing their researches or assignments.In terms of types, regardless of format, books were still preferred over journals and magazines. This result can be attributed to the library’s weak Serials (journals, magazines, etc.) collections. The library should consider to balance and strengthen its collections in both format and type.

Beyond the Hype-The Actual Role and Risks of AI in Today's Medical Practice: Comparative-Approach Study.

The evolution of artificial intelligence (AI) has significantly impacted various sectors, with health care witnessing some of its most groundbreaking contributions. Contemporary models, such as ChatGPT-4 and Microsoft Bing, have showcased capabilities beyond just generating text, aiding in complex tasks like literature searches and refining web-based queries. This study explores a compelling query: can AI author an academic paper independently? Our assessment focuses on four core dimensions: relevance (to ensure that AI's response directly addresses the prompt), accuracy (to ascertain that AI's information is both factually correct and current), clarity (to examine AI's ability to present coherent and logical ideas), and tone and style (to evaluate whether AI can align with the formality expected in academic writings). Additionally, we will consider the ethical implications and practicality of integrating AI into academic writing. To assess the capabilities of ChatGPT-4 and Microsoft Bing in the context of academic paper assistance in general practice, we used a systematic approach. ChatGPT-4, an advanced AI language model by Open AI, excels in generating human-like text and adapting responses based on user interactions, though it has a knowledge cut-off in September 2021. Microsoft Bing's AI chatbot facilitates user navigation on the Bing search engine, offering tailored search. In terms of relevance, ChatGPT-4 delved deeply into AI's health care role, citing academic sources and discussing diverse applications and concerns, while Microsoft Bing provided a concise, less detailed overview. In terms of accuracy, ChatGPT-4 correctly cited 72% (23/32) of its peer-reviewed articles but included some nonexistent references. Microsoft Bing's accuracy stood at 46% (6/13), supplemented by relevant non-peer-reviewed articles. In terms of clarity, both models conveyed clear, coherent text. ChatGPT-4 was particularly adept at detailing technical concepts, while Microsoft Bing was more general. In terms of tone, both models maintained an academic tone, but ChatGPT-4 exhibited superior depth and breadth in content delivery. Comparing ChatGPT-4 and Microsoft Bing for academic assistance revealed strengths and limitations. ChatGPT-4 excels in depth and relevance but falters in citation accuracy. Microsoft Bing is concise but lacks robust detail. Though both models have potential, neither can independently handle comprehensive academic tasks. As AI evolves, combining ChatGPT-4's depth with Microsoft Bing's up-to-date referencing could optimize academic support. Researchers should critically assess AI outputs to maintain academic credibility.

Exploring the Writing Process of Multilingual Postsecondary Students

With an increasingly multilingual population made up of domestic and international students at Canadian universities, there is a knowledge gap about the writing practices of multilingual students and the needs of multilingual academic writers. In order to address this knowledge gap, more research is required about the writing process of multilingual postsecondary students in Canada. The purpose of this study was to learn in detail about the writing process of multilingual postsecondary students in a mid-sized university in eastern Canada. A qualitative methodology consisting of semi-structured interviews was followed. A small sample size of seven participants consisted of young adults enrolled at the bachelors or graduate level who were recruited through posters on campus. The interviews were transcribed, coded holistically, and thematically analyzed using software. Themes reveal the writing process, prescriptive instruction and adherence to rules, planning prior to writing, prior knowledge of academic writing, and experience versus inexperience in writing. The meta-themes were continua of agency/following instructions, experience/inexperience, and explicit teaching/finding their own methods Secondary findings highlight the impact of instructor feedback on learner attitudes and English language learners’ need for extra time to develop their academic English. Additional findings show that multilingual postsecondary students use translanguaging as a strategic tool when composing in English. These findings offer insights into the translingual writing process of multilingual postsecondary students.

The Transformative Impact of AI-Powered Tools on Academic Writing: Perspectives of EFL University Students

In today’s global context, EFL learners face the challenge of mastering a new language and academic writing, especially in higher education. The study investigates how AI transforms university-level EFL students’ academic writing skills, aiming to revolutionize their approach to written language for academic success despite language barriers. Using a mixed-methods approach, this study investigates the perspectives of fifty first-year female students at Al-Baha University, Saudi Arabia, during the 2023–2024 academic year, employing both qualitative and quantitative data analysis. Using a 5-point Likert-type questionnaire and Zoom interviews, the study clarifies EFL students’ perceptions of AI writing tools. Results from the questionnaire highlight the active usage of tools such as Grammarly and GPT-3 among students. Students favor the integration AI tools into coursework, although the level of support from instructors varies. EFL students see the positive impact on writing quality but remain unsure about confidence improvement. Interviews reveal diverse tool usage, with Grammarly and ChatGPT notably favored for their adaptability and cost-free nature. The study supports integrating AI writing tools into EFL university education, emphasizing benefits such as enhanced writing quality, time efficiency, and bolstered academic integrity. The paper highlights AI’s significant impact on EFL university students’ writing skills in today’s digitally reliant world where English holds key communication importance. It underscores AI-powered tools as valuable complements to conventional writing skills, emphasizing equitable access, guidance, and collaboration between AI and educators. The study suggests strategies for creating dynamic, tech-driven learning settings that empower EFL students in their writing tasks and academic endeavors.

İngilizce Yazma Öğretiminin Ters Yüz Bir Sınıf Modelinde Öz-Düzenlemeli Öğrenme Üzerine Bir Araştırma

This study explores the effect of flipped classroom on the self-regulation of learners in the Academic Writing Skills course at a state university in Turkey. The intervention lasted ten weeks within one academic term. Participants in the study were sophomores assigned to experimental (n=25) and control (n=26) groups. The study adopted a pre-test and post-test quasi-experimental design, wherein the control group was taught in a traditional method while the experimental group received flipped instruction. Writing Strategies for Self-Regulated Learning Questionnaire was adapted to apply in a different cultural context (Turkey), and the data from a sample (n=430) were analysed using confirmatory factor analysis. As pre- and post-tests, the adapted version of the questionnaire was conducted for both groups. The findings revealed that the experimental and the control groups significantly differed from each other in overall writing self-regulation favouring the experimental group. Relevant implications are discussed.

Effect of Automated Writing Evaluation in Higher Education Academic Writing Performance

This study aimed to identify the effects of Automated Writing Evaluation (AWE) in the academic writing of thirty-seven (n=37) higher education students as it is believed to address common errors encountered by higher education students in academic writing, specifically in grammar (S-V-A and verb tense). The study used a one-group pretest-posttest design that determined the specific effect of the formulated AWE treatment on the participants. The statistical evidence showed that the AWE tool (Grammarly) feedback provision, when paired with the teacher’s role as facilitator, significantly improved students’ academic writing in terms of S-V-A and verb tense. The findings also imply that the AWE, if integrated within the instruction using its feedback provision, can significantly improve students’ grammar usage and, consequently, their overall academic writing. These inarguable positive results of the AWE intervention used in this study create new assumptions to redefine not only the teachers’ feedback provision in students’ academic writing but also teaching writing in general.

Exploring the Impact of Academic Reading and Research Competence on Academic Writing: A Multi-Regression Analysis among EFL Undergraduates

In today's academic landscape, enhancing the academic writing proficiency of undergraduate students studying English as a Foreign Language (EFL), particularly in the context of thesis writing, is a paramount concern. This research aims to shed light on the influence of Academic Reading (AR) and Research Competence (RC) on Academic Writing (AW) through a comprehensive analysis employing a multi-regression approach. To achieve this goal, the researcher was conducted a rigorous investigation involving 162 students enrolled in English Literature and English Education departments. The researcher was distributed a structured online questionnaire to gather relevant data, which the researcher subsequently analyzed using SmartPLS 4. The analysis result unveiled a substantial statistical relationship between AR, RC, and AW, with an impressive R-square value of 0.580. This finding underscores the pivotal role played by AR and RC in explaining approximately 58% of the variance in AW. This study represents a critical step forward in comprehending the intricate interplay between AR, RC, and AW. It offers valuable insights into the substantial connections between academic reading, research competence, and academic writing. Importantly, this research provides guidance for educational efforts aimed at enhancing the academic writing capabilities of EFL undergraduates, with a specific focus on the realm of thesis writing.

Analyzing the Paraphrasing Techniques in Academic Writing Skills and the Paraphrasing Challenges Across Gender

Gender differences is assummed as the general individual’s differences that exists and catches an attention of many aspects in ELT. Writing techniques could have examined and yielded the potential facts in gender differences on the development of writing proficiency in English language learning. The study aims at identifying paraphrase techniques in gender differences and to explore the challenges the students encountered. A Mixed method research design was carried out. The participants of this study were 33 male students and 34 female students for writing test and 5 male students and 5 female students for interview. Data collection invloved the distribution of writing tests to the participants and doing interview. The findings showed that the frequency pertentages for male students NC 14%, Mi.R 27%, Mo.R 28%, SR 31% & for female students NC 31%, Mi.R 21%, Mo.R 29%, SR 37%. The most frequent paraphrase technique employed by male and female students is moderate revision (SR). Then, male students (57,73%) are more dominant than female students (41.32%) in using syntactical paraphrase, male students (37,65%) more frequent than female students (32,62%) in using semantic paraphrase, female students (26.06%) are more frequent than male students (4.62%) in using organizational paraphrase. The paraphrase challenges found on how to organize the ideas, problems of source text comprehension, problems of stylistic styles of writing, grammar or rules of sentences and vocabulary knowledge (Language Proficiency-Based Problems).

Book review: Crossing borders, writing texts, being evaluated: cultural and disciplinary norms in academic writing by Anne Golden, Lars Anders Kulbrandstad and Lawrence Zhang.

In the context of globalization, the demand for English academic writing instruction at the higher education level is experiencing exponential growth. Consequently, it is crucial to conduct research that transcends national, cultural, and disciplinary boundaries in order to address this pressing need. However, there is a scarcity of research examining the intricate and diverse nature of English academic writing instruction across a wide array of national, cultural, and disciplinary contexts, highlighting an area that calls for further investigation. In response to this gap, Anne Golden, Lars Anders Kulbrandstad, and Lawrence Jun Zhang have collaborated as editors on a comprehensive volume titled "Crossing Borders, Writing Texts, Being Evaluated: Cultural and Disciplinary Norms in Academic Writing." This collection aims to inform educators and researchers about the challenges encountered in multilingual contexts of academic writing and propose empirically substantiated solutions and coping strategies. This article provides a summary of each chapter of the volume, highlights notable features, and offers constructive criticism by identifying areas for improvement. Overall, the authors' adeptness in unraveling the complexity and diversity of English academic writing instruction permeates the entire book. Their utilization of empirical studies, insightful findings, practical recommendations, and consideration of diverse contexts all enable their contributions to the field of English academic writing instruction. Consequently, this book serves as an indispensable resource for researchers, educators, and graduate students who seek guidance in navigating the intricacies of teaching and learning academic writing in multilingual contexts.

Problems and Solutions in Response to Non-English Major Postgraduates’ Academic Writing

With the increasingly extensive international scientific and technological development, more and more Chinese postgraduate students expect to publish papers in international academic journals to demonstrate their scientific research achievements. Although graduate students have received knowledge education for many years, they still face many difficulties in the process of transforming from knowledge learners to knowledge creators. In many English-speaking countries, such as the United States and Australia, the teaching and training of academic writing in English has been attached great importance. However, most Chinese students lack the learning and training of English paper and report at the stage of university and postgraduate. Based on this, academic English paper writing education has become a very important link in graduate education. This paper is mainly a summary and analysis of the problems that often appear in non-English major postgraduate English academic writings, so as to find out the enlightenment of postgraduate’s academic writing teaching, it will also be beneficial to improve the level of graduate education in our country.