Setting store by sources

Langum, Virginia; MacNeil, Kristina Sehlin

doi:10.54807/kp.v31.7708

Cited by 2 publications

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References 2 publications

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“…As academic writing of scholarly texts requires using specific language features, discourse practices, communicative skills of target academic groups, as well as students' subject-matter knowledge and expertise, writing research reports at the doctoral level belongs to a specialist, theory-and research-informed branch of English language and literacy education [12]. For doctoral students who came from non-English-speaking backgrounds, they have to struggle not just to meet academic English writing requirements but to meet the standards of quality research as well [13]. Studies have highlighted the fact that the research self-efficacy scores of students are directly proportional to their research knowledge, research productivity, and dissertation completion [14][15][16].…”

Section: Introductionmentioning

confidence: 99%

Doctoral Students’ Self-Assessed Knowledge and Ability in Terms of Research Methods

Phyo¹,

Nikolov²,

Hodi³

2022

ICERI2022 Proceedings

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Graduate students are expected to present their research findings in English to earn their degrees, establish academic careers, and contribute to their field of research. Therefore, acquiring the ability to construct research knowledge in disciplinary-oriented ways at an internationally accepted level can be challenging for doctoral students who come from non-English speaking backgrounds. This study examines how non-native speakers of English assessed their own content knowledge of and abilities in research methods while they were earning their credits and writing their dissertations in English. We aimed to find out:(1) how students assessed their abilities for conducting research and presenting research findings in English at the beginning, (2) at the current point of their PhD studies, and (3) if there were signifi\cant differences between male and female students and across the four years in their studies. The current study is part of a larger research project using a 1 to 6 Likert scale questionnaire. A questionnaire focused on students' specific knowledge and skills concerning: (1) their own research topic, (2) research design and methodology, (3) finding and analyzing the special literature, (4) designing research instruments, (5) formulating research questions, (6) analyzing data, (7) ability to write publishable papers and their dissertation in appropriate academic English. Participants were 255 doctoral students from 49 different countries, using 52 languages in addition to English, studying at 14 Hungarian universities; 125 were female and 127 were male students. The survey was conducted online in the spring of 2022. Students indicated on a 1 to 6 Likert scale their knowledge and abilities at the start of the PhD program and at the current point of their studies. At the start of the program, from among the seven components, the students agreed with the statement that they had a good knowledge of their own research area (M=4.08, SD= 1.36) and they agreed to a less degree (M=3.67, SD=1.50) with the statement that they knew how to write a publishable paper in English. At the current point of their studies, participants agreed to a larger degree with the statements that they had a good knowledge of research and writing in English at a publishable level. An independent-sample t-test found significantly higher scores for male participants both at the start and at the current point of their studies on all seven components, indicating that they were more confident about their abilities. As the descriptive statistics tended to show that students were making progress, a paired samples t-test was conducted, and the result confirmed significant differences (p<.05). To investigate if there were any differences among the students in the four different years (1 st -year, 2 nd -year, 3 rd -year, 4 th -year of PhD program) regarding their perceived abilities of the self-assessed items, one-way ANOVA test was performed, and no significant differences (p>.05) were found among their perceptions. We concluded that students'...

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Section: Introductionmentioning

confidence: 99%

Doctoral Students’ Self-Assessed Knowledge and Ability in Terms of Research Methods

Phyo¹,

Nikolov²,

Hodi³

2022

ICERI2022 Proceedings

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“…Academic writing can be challenging for beginners and graduate students due to its technical nature (Chakma, Li & Kabuhung, 2021). While academic writing is difficult for everyone, certain writers may face additional obstacles (Langum & Sullivan, 2020), with graduate students perhaps being the most affected. This is because they are required to conduct scientific research, contribute to the existing body of literature, and specialize in a particular field (Kabaran, 2022).…”

Section: Results Discussion and Recommendationsmentioning

confidence: 99%

“…Akademik yazma, teknik yapısı nedeniyle yeni başlayanlar ve lisansüstü öğrenciler için zorlayıcı olabilir (Chakma, Li & Kabuhung, 2021). Akademik yazı yazmak herkes için zor olsa da, bazı yazarlar ek engellerle karşılaşabilir (Langum & Sullivan, 2020), belki de en fazla etkilenenler lisansüstü öğrencilerdir. Çünkü bilimsel araştırma yapmaları, mevcut literatüre katkıda bulunmaları ve belirli bir alanda uzmanlaşmaları gerekmektedir (Kabaran, 2022).…”

Section: Genişletilmiş öZetunclassified

Lisansüstü Öğrencilerinin Eğitim Programları ve Öğretim Lisansüstü Programına İlişkin Görüşlerinin İncelenmesi

Uyar

Karafil

2023

e-ijer

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Bu çalışmanın amacı, Eğitim Programları ve Öğretim Yüksek Lisans Programı (EYPYDP) alanında eğitim alan lisansüstü öğrencilerin öğretim sürecine ilişkin görüşlerini incelemektir. Araştırmada nitel araştırma yönteminin kullanıldığı durum çalışması deseni kullanılmıştır. Çalışma grubu 27 yüksek lisans öğrencisinden oluşmaktadır. Yarı yapılandırılmış görüşme formu aracılığıyla toplanan veriler içerik analizine tabi tutulmuştur. Öğrenciler CIGP'yi akademik kariyer, kişisel gelişim ve kişisel ilgi için tercih ettiklerini belirtmişlerdir. CIGP öğretim sürecinin akademik yazma becerilerine, öğretme becerilerine ve ufuk genişletmeye katkı sağladığı vurgulanmıştır. Öğrenciler, öğrenme sürecinin hayatla iç içe olması, akademisyenlerin yüksek beklentileri ve eğitim aldıkları şehrin uzaklığı nedeniyle sorunlar yaşadıklarını belirttiler. Öğrenciler, CIGP'nin güçlü yönünün mesleki gelişime katkısı, zayıf yönünün ise pratik çalışmalara ağırlık verilmemesi olduğunu ifade etti. Öğrenciler, CIGP'de öğrenci merkezli öğretime ve pratik uygulamaya duyulan ihtiyacı vurguladılar. Öğrenciler, program değerlendirme, eğitim teknolojileri, öğretim yöntem ve teknikleri ve öğretmen eğitiminin CIGP'de çalışılması gerektiğini belirtmişlerdir.

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Setting store by sources

Cited by 2 publications

References 2 publications

Doctoral Students’ Self-Assessed Knowledge and Ability in Terms of Research Methods

Doctoral Students’ Self-Assessed Knowledge and Ability in Terms of Research Methods

Lisansüstü Öğrencilerinin Eğitim Programları ve Öğretim Lisansüstü Programına İlişkin Görüşlerinin İncelenmesi

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