Supervisors’ Written Feedback on Saudi Postgraduate Students’ Problems with Academic English Writing in Selected UK Universities

Alharbi, Noof Saleh; Troudi, Salah

doi:10.1007/978-3-030-25830-6_7

Cited by 5 publications

(3 citation statements)

References 35 publications

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“…Most international students faced many problems in classroom discussions, completing the assignments, and various academic activities [ 18 , 31 , 32 ]. Realizing the global demand for the English language in all fields, especially in science, KSA introduced English as a compulsory subject from early school teaching and announced it as the official teaching language in all universities [ 33 ]. Saudi students are motivated to take English learning classes during their spare time, such as summer vacations [ 34 , 35 ].…”

Section: Discussionmentioning

confidence: 99%

Psychosocial, cultural, and academic challenges to Saudi Arabian students in Australia

Jameel

Baig²,

Tariq³

et al. 2022

PLoS ONE

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Objectives This study investigated the perceptions of Saudi Arabian medical disciplines students undergoing training in various institutes of Australia regarding psychosocial, cultural, and academic challenges. Methods This cross-sectional study was from March 15 to June 15, 2019. Data were collected by an online questionnaire. It consisted of questions regarding demographic, psychosocial, cultural, and academic challenges. Two hundred nineteen students studying in Australia responded to our questionnaire. Results Of the total 219 students, 13(6.0%) were undergraduate, 167(76%) were postgraduate, and 39(18%) were Ph.D. students. For most students (171[79.2%]), Australia was the country of choice for studying. Most of them were satisfied with their academic performance and adjustment to the Australian way of living. Most of the students (180[82.2%]) showed satisfaction over the availability of fair chances of their religious practices in Australia. Few of them faced difficulties coping with the Australian climate (25[11.4%]), homesickness (59[26.9%]), and food and dietary sources (44[20.1%]). Students were overall satisfied with the student advisory system (156[71.2%]), university assessments (147[67.2%]), and available research facilities (170[77.6%]). Among participants, 77 (35.1%), 119(54.3%), and 23(10.5%) students indicated that they wished to stay in Australia only until completion of their studies, temporarily and permanently, respectively. Conclusions Our findings showed that Saudi students in Australia had strong psychosocial well-being, cultural integration, and academic success. Most of them were satisfied and adjusted well to Australian culture.

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Section: Discussionmentioning

confidence: 99%

Psychosocial, cultural, and academic challenges to Saudi Arabian students in Australia

Jameel

Baig²,

Tariq³

et al. 2022

PLoS ONE

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“…Writing, in general, is a complex process (Al Badi, 2015;Al-Harbi, & Troudi, 2020;Arindra, & Ardi, 2020;Bram, 2002;Budjalemba, & Listyani, 2020;He, 2020;Kiriakos, & Tienari, 2018;Tardy, 2017;Vincent, 2020) and academic writing, in particular, is a more complicated challenge even for native English speakers (Hyland, & Jiang, 2017). Therefore, it is even more difficult for students of English as a foreign language (Al Fadda, 2012).…”

Section: Literature Reviewmentioning

confidence: 99%

Indonesian Tertiary Education Students’ Academic Writing Setbacks and Solutions

Bram

Angelina

2022

ijole

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Writing is a crucial skill and tertiary education students face difficulties in academic writing. This paper aimed to identify the setbacks or difficulties and the solutions to the setbacks experienced by the Indonesian tertiary education students in academic writing. A survey was used as the method of this study. The data were collected through a questionnaire using a Google form distributed to 26 fifth-semester students taking the Academic Writing course in the English Language Education Study Program of Sanata Dharma University, Yogyakarta, Indonesia, for the academic year 2019/2020. The survey results showed that, in general, the students faced setbacks in, for example, parts of speech, tenses, spelling, prepositions, vocabulary, punctuation, cohesion, discourse markers, writing paragraphs with a clear focus, constructing clear and coherent academic essays, paraphrasing, in-text referencing, and compiling a correct reference list. Concerning academic writing solutions, the results showed that lecturers should be trained and equipped with various writing strategies, feedback on the strengths and weaknesses was vital, and the students needed to improve their organization of ideas, for example. Other solutions were better language skills, language elements, critical thinking skills, paraphrasing, and referencing. Implications of the findings are that students and lecturers would understand and identify common setbacks in academic writing and have opportunities to adopt the suggested solutions to academic writing difficulties.

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“…Many EFL/ translation students do not understand the quality of translation performance. In a study carried out on EFL students' translation skills, it was found that they commonly encounter problems related to concepts' structural organization in translated text (Al-Harbi & Troudi, 2020;Algryani, 2020).…”

Section: Statement Of Problemmentioning

confidence: 99%

Cohesive connectivity in argumentative writing by EFL students

Khotaba

2022

GJFLT

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In a study carried out on EFL students’ translation skills, it was found that they commonly encounter problems related to concepts’ structural organization in the translated text. This research aimed to examine cohesion and coherence in argumentative writing by EFL students at the University of Tabuk for the academic year 2022/2023. The theoretical framework of the study is based on Halliday and Hasan's (1976) theory of coherence and cohesion shifts in translation. This qualitative study included 15 participants in their third-year EFL students from the Department of Languages and Translation at the University of Tabuk in Saudi Arabia. Participants were selected purposively. Argumentative written texts were the instrument used to collect data in this study. Results showed that students encountered cohesion and coherence problems in achieving written texts’ unity, particularly in assigning their concepts and implementing appropriate cohesive signals, punctuation, and spelling issues. Keywords: Argumentative writing; cohesion; coherence; EFL; writing

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Supervisors’ Written Feedback on Saudi Postgraduate Students’ Problems with Academic English Writing in Selected UK Universities

Cited by 5 publications

References 35 publications

Psychosocial, cultural, and academic challenges to Saudi Arabian students in Australia

Psychosocial, cultural, and academic challenges to Saudi Arabian students in Australia

Indonesian Tertiary Education Students’ Academic Writing Setbacks and Solutions

Cohesive connectivity in argumentative writing by EFL students

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