An exploratory study on factors influencing undergraduate students’ academic writing practices in Turkey

Altınmakas, Derya; Bayyurt, Yasemin

doi:10.1016/j.jeap.2018.11.006

Cited by 58 publications

(66 citation statements)

References 24 publications

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“…Additionally, transferring to the target language in students' writing problems has 52.4% of students' positive responses to the item 10. In responding to item 10, Altınmakas & Bayyurt (2019); Hasan & Marzuki (2017) have the same point with the result which transferring L1 to the target language (English) becomes the students' barrier while writing. Item 11 determines students' attitudes in revising and rewriting their essay writing which indicates 42.9% of students (n=11) do not revise and rewrite it many times.…”

Section: Discussionmentioning

confidence: 69%

Investigating writing difficulties in essay writing: Tertiary students’ perspectives

Bulqiyah

Mahbub

Nugraheni

2021

Engl. Lang. Teach. Educational. Journal

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This study is primarily designed for investigating the tertiary students’ perspectives on the writing difficulties of essays. This study was conducted in explanatory research in which quantitative and qualitative data were obtained from the web-based questionnaire and semi-structured interview, then analyzed separately. 21 undergraduate students have enrolled in the survey and 6 of them were invited to the interview section. This research reveals tertiary students' problems in essay writing course are categorized into: affective problems which raise from students’ and lecturers’ attitude while teaching and learning Essay Writing Course, cognitive problems that considered as the difficulties in the areas of writing viewpoint, transferring language, and the process of writing, and linguistic problems in the area of lexico-grammar, vocabulary, and the structure of the essay. Due to the findings, those aspects of academic writing should be serious attention for both EFL students and teachers to overcome the problems. The findings of this study have implications for EFL writing course designers as basic data of material improvement and for researchers particularly in the realms of language and education.

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Section: Discussionmentioning

confidence: 69%

Investigating writing difficulties in essay writing: Tertiary students’ perspectives

Bulqiyah

Mahbub

Nugraheni

2021

Engl. Lang. Teach. Educational. Journal

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“…Similar results were found by Holmes, and Moulton's (1997) study which concluded that students taught using DJW felt more comfortable in writing and they were capable of expressing themselves better in English. Other studies found that DJW is an excellent solution for learners' anxiety of writing which in turn improves students' writing abilities in terms of content, grammar, and lexical usage (Peng, 2007;Bacha, 2002;Altinmakas and Bayyurt, 2019). Lingley (2005) argues that dialogue journal writing is significantly effective for integrating the skills of returnee students into the EFL classroom.…”

Section: Benefits Of Using Djwmentioning

confidence: 99%

The Impact of Dialogue Journal Writing on the Writing Skills of Jordanian Efl Learners and Their Attitudes Towards Writing

Kayed

Alkayid

Alsmadi

2020

HSSR

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Purpose of the study: The purpose of this study is to investigate the impact of dialogue journal writing (DJW) on learning the vocabulary, organization, and grammar of English. It also explores the impact of DJW on the attitudes of students towards writing in English. Methodology: The sample of the study consists of 50 undergraduate Jordanian students divided equally into an experimental and control group. The control group was given traditional writing instruction while the experimental group was taught using dialogue journal writing. The study used a pre and post-test to investigate the impact of DJW on writing skills, while a questionnaire was used to unveil the attitudes of students to writing. Main Findings: The results of the research revealed that the vocabulary, organization, and grammar learned by the experimental group were significantly improved (p<0.05) compared to the control group. The study also found out that students taught using DJW developed positive attitudes towards writing better than students exposed only to conventional teaching methods of writing. Applications of this study: The present study is beneficial in providing teachers of English as a foreign language with new methods to teach writing skills. Novelty/Originality of this study: The current study is significant since the impact of dialogue journals on writing is under-researched in the Jordanian context.

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“…At the tertiary level, adaptation to new ways and new learning culture is essential to academic survival, requiring different skills than general literacy and governing and shaping student writing practices (Altınmakas & Bayyurt, 2019). Writing skill in the academic sense requires the critical thought and capacity to convey the message in written form.…”

Section: The Nature Of Writing For Academic Purposesmentioning

confidence: 99%

Task-based material design for academic purposes: Learners' English writing skill improvement

Yundayani

Ardiasih

2021

SiELE

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English Writing for Academic Purposes (EWAP) seems daunting for higher education students in the Indonesian context. Genuinely, the ability of EWAP is one of the study skills required in the academic field. Preliminary research has shown that EWAP materials have not been identified based on students’ needs. This study focuses on the students’ need analysis of the EWAP materials, including confirming the quality of the task-based material design that enhances the students’ skills of the EWAP. The study used the educational research and development method, involving non-English learners from a private college in Indonesia. Researchers used the test, the semi-structured interview, and the questionnaire as instruments. The observation was also carried out to describe implementing the task-based material design of the EWAP. The results indicate that students need task-based material as an authentic EWAP material that focuses on learning to communicate through interaction. It also gives them the ability to focus not just on the use of languages but also on the learning process itself. The task-based EWAP materials have a significant influence on the development of students’ writing skills. As a result, this approach is well suited to foster a learning desire to write in a context-approximately as a means of expressing their intentions. Besides, the study’s findings show that students were very enthusiastic about engaging in the learning process.

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An exploratory study on factors influencing undergraduate students’ academic writing practices in Turkey

Cited by 58 publications

References 24 publications

Investigating writing difficulties in essay writing: Tertiary students’ perspectives

Investigating writing difficulties in essay writing: Tertiary students’ perspectives

The Impact of Dialogue Journal Writing on the Writing Skills of Jordanian Efl Learners and Their Attitudes Towards Writing

Task-based material design for academic purposes: Learners' English writing skill improvement

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