Decision Support System for Prioritizing Self-Assurance of Academic Writing Based on Applied Linguistics

Abstract

Based on applied linguistics, this study looked at the decision support system (DSS) for emphasizing self-assurance in academic writing. From a generic perspective, academic writing has been considered both a process and a product. It has highlighted the planning composite processes, editing, composing, revising, and assessment, which depend upon the familiarity of someone with confidence in their capability for engagement in these activities. As a product, it has focused on the writing results through the product’s characteristics. These contain specific content areas in acceptable depth and well-structured technical vocabulary. Higher education aims to support students in optimizing their potential for achieving satisfactory outcomes. For example, the assessment of grades involves academic writing, contributing to the degree course classification. Students have differences in many respects, such as expectations, background knowledge, and study and learning approaches. There were varying students’ beliefs about what academic writing is for evaluation. Modern-day motivations and theories highlight the significance of students’ confidence in their studies. The role of high confidence can support students to apply more effort toward setting challenging goals. Students may find it more difficult to succeed in higher education if they lack confidence in their academic writing abilities. A DSS has many applications in diverse areas and can play a significant role in the ranking and prioritization process. The current study has considered the DSS for prioritizing self-assurance in academic writing based on applied linguistics. Various criteria were considered for the evaluation of the research. The Super Decision software was used for the experimental process of the proposed research. The results of the study show the effectiveness of the proposed research.