Student and Teacher Perceptions of Academic English Writing in Russia

Butler, Donna Bain; Trosclair, Elena; Zhou, Yalun; Wei, Michael

doi:10.2139/ssrn.2735380

Cited by 3 publications

(4 citation statements)

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“…Research on the teaching and learning of academic written competence in ESP has focused on not only students' but also teachers' perceptions (Ismail, 2011;Butler, Trosclair, Zhou & Wei, 2014) on the relevance of acquiring and, thus, improving academic writing skills in ESP as well as in the English for Academic Purposes classroom. Similarly, Ismail (2011) investigated ESP students' perceptions of writing and, particularly, an academic writing course from an ESP educational programme.…”

Section: Introductionmentioning

confidence: 99%

“…The author, using a variety of research methods, determined that ESP students were aware of both their needs as well as ESL writing requirements, which implied students' positive attitudes towards academic writing skills. On the other hand, Butler, Trosclair, Zhou & Wei (2014) researched both ESP students' as well as ESP teachers' perceptions on written academic competence. The outcomes here proved that both students and teachers have a high regard for competence in academic writing not only from the process approach but also from the product approach.…”

Section: Introductionmentioning

confidence: 99%

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Students’ Perceptions of ESP Academic Writing Skills through Flipped Learning during Covid-19

Villalba

2021

JLE

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Learners studying English for Specific Purposes (ESP) at University regard writing academic papers as a complex process since they have to consider issues about academic writing conventions as well as ethics. This current research examines university students’ perceptions of ESP academic writing within the context of the online learning which emerged due to Covid-19 and, therefore, through the Information and Communication Technologies (ICT) and, particularly, utilizing the Flipped Learning approach as an active learning strategy to enhance ESP academic written competence. To be more specific, we examined how students, in tertiary education, perceived ESP academic writing skills within the field of Business English. The participants are 28 students doing the Degree in Administration and Business Management in a Spanish polytechnic. A mixed method research has been conducted for this current paper since both quantitative as well as qualitative methods were utilized for data collection. Regarding this study, both a questionnaire and a focus group interview were utilized to analyse the data. The outcomes proved that students’ perceptions towards academic ESP written competence, using Business English, within the Flipped Learning approach was positive. The major results showed students’ awareness of their needs and ESP written requirements. This research concludes with some future research suggestions.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Students’ Perceptions of ESP Academic Writing Skills through Flipped Learning during Covid-19

Villalba

2021

JLE

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“…Clearly, varieties of practice and experiences related to ESP and skills development, challenges and possible solutions all demand examination, documentation and dissemination. Also, as explained by Butler, Trosclair, Zhou and Wei (2014), "habits of critical thinking and clear communication define competency (proficiency) in academic writing in any language" (p. 204). Consequently, according to them, "more needs to be known about "cultural nuances, firsthand encounters, and the perceptions, meanings, and interpretations" (Flowerdew and Peacock, 2001, p. 8) of students and teachers in contexts where English is taught and learned well as a foreign language" (p. 204).…”

Section: Introductionmentioning

confidence: 99%

Critical thinking and problem solving skills: English for science foundation program students' perspectives

Tuzlukova¹,

Usha-Prabhukanth²

2018

Zb Filoz fak Priština

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Increasing demands of the contemporary labor market environment are having a direct bearing on the courses offered by higher education institutions worldwide, and Sultanate of Oman is not an exception. One of such responses verbalized by many educational policy makers and curriculum developers in the country is an expected high level of critical thinking and problem solving skills from the students who take ESP foundation program courses. This paper reports on a study that examines to what extent ESP foundation program courses at Sultan Qaboos University in Oman impart critical thinking and problem solving skills intended for empowering our students and developing their personalities. Broadly speaking, it aims to present a comprehensive view about how critical thinking and problem solving skills teaching and learning approaches, models and practices are adopted in the context of the ESP foundation programs in Oman. More specifically, using the example of English for Science foundation program courses, it focuses on a variety of issues and context-specific factors related to ESP and critical thinking skills teaching, learning and outcomes.

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“…The second type were the external factors such as infrastructural realities and limitations and pressure from institutional authorities. According to Butler, Trosclair, Zhou and Wei (2014), assessing teacher/learner perceptions in second language learning is important as conflicting perceptions can lead to a failure in achieving learning objectives. Ferede, Melese, and Tefera (2012) examined the perceptions of teaching English writing and the actual teaching practices of teachers in Ethiopia.…”

Section: Literature Reviewmentioning

confidence: 99%

Strategies of Teaching Writing at Saudi Tertiary-Level Institutions: Reality and Expectations

Alkodimi¹,

Al-Ahdal²

2021

AWEJ

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Teaching writing in English is a particularly daunting task for EFL teachers. Much of it concerns teaching accuracy in text production, development and thought expression which is usually not the teachers’ stated aim. Thus, teachers’ perceptions to the teaching of writing and the actual classroom practices need examination, which is the aim of this study, a prerequisite to recommending pedagogical changes to bridge the gap that exists between educational aims and outcomes so far as the teaching of writing to EFL learners in Saudi tertiary level educational institutions is concerned. The study applies a quantitative approach via a survey conducted with one hundred EFL teachers at Imam Mohammed Ibn Saud Islamic University (IMBSIU, henceforth), Qassim University and King Khaled University, Saudi Arabia. Results suggest that inadequate English resources and inefficient teaching methods are, in general, the main causes of poor writing skills. Further, the teachers perceive limited lexis, irregular sentences, and orthographical differences with the mother tongue as impediments in the learners’ ability to write well in English. The study concludes with some pertinent recommendations to remedy the situation.

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Student and Teacher Perceptions of Academic English Writing in Russia

Cited by 3 publications

References 8 publications

Students’ Perceptions of ESP Academic Writing Skills through Flipped Learning during Covid-19

Students’ Perceptions of ESP Academic Writing Skills through Flipped Learning during Covid-19

Critical thinking and problem solving skills: English for science foundation program students' perspectives

Strategies of Teaching Writing at Saudi Tertiary-Level Institutions: Reality and Expectations

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