Investigating Undergraduate Students’ Experiences with Argumentative Writing in a Post-War Kosovo

Abstract

This action research study reports on Kosovan, English as a Foreign Language, undergraduate students" perceptions of the usefulness and effectiveness of class activities that promote the panning for gold approach (Browne and Keeley 2004) in the process of argumentative writing. The data obtained from a questionnaire, essay evaluation and a focus group, reveal that students show interest in the approach though they do not feel at ease when required to take a decision that calls for systematic evaluation of their thinking in a quest for new answers. It is apparent from the study that, in order for students to think critically and write argumentatively, the panning for gold approach and the principle of inquiry should be integrated across the curriculum or, in a better case scenario, should be an integrated part of daily life. The results have implications for syllabus and classroom practices.

SoTL in the health professions: An international case study

“…Further, the primary qualifier for inclusion in the database relates to citations and/or impact factors, which are known to be lower for most SoTL work. While there are a handful of education journals included in the database that may publish SoTL work, the options are limited and those instructors who have published SoTL work have done so largely without formal recognition (e.g., Markic, 2020; Miočić et al., 2020; Mustafa, 2011).…”

Plagiarism Awareness and Practices Engagement: Evidence from Adeleke University Basic Medical Sciences Undergraduate Students

“…The questionnaire was an adapted one based on a deliberate modification of questions by the researchers according to the reviewed literature, particularly studies by Mustafa (2016), Fish and Hura (2013) and Starovoytova and Namango (2016). Engagement in plagiarism was broadly categorised into purpose and nature.…”