International Postgraduate Students’ Perception of Challenges in Academic Writing in Malaysian Public Universities

Sedigheh Shakib Kotamjani, Arshad Abd Samad, Mehrnaz Fahimirad

Abstract


The purpose of this study is to investigate international postgraduate students’ perceptions of difficulty with academic writing in Malaysian public universities. A survey was used to collect students’ perceptions of difficulties and challenges in general academic writing skills and language-related skills. The results revealed that students perceived greater difficulty in language-related problems than general academic writing skills. In terms of language-related skills, they ranked writing coherent paragraph, summarizing and paraphrasing, applying appropriate lexical phrases, utilizing proper academic language and vocabulary respectively as the most difficult areas in writing. However, with respect to general academic writing skills, they perceived the most difficulties in reviewing and criticizing the literature, writing introduction and research gap. The results of this study implied that international postgraduate students who graduated from non-English medium instruction universities should be supported in terms of English for Academic Purposes (EAP), critical thinking skills and language-related skills to become self-directed in learning to write.

Keywords


Academic Writing, Difficulty, Challenges, Higher Education

Full Text:

PDF

References


Ankawi, A. (2015). The academic writing challenges faced by Saudi students studying in New Zealand School of Culture and Society. MA Thesis.

Bitchener, J., & Basturkmen, H. (2006). Perceptions of the difficulties of postgraduate L2 thesis students writing the discussion section. Journal of English for Academic Purposes, 5(1), 4–18. https://doi.org/10.1016/j.jeap.2005.10.002

Cai, L. J. (2013). Students’ perceptions of academic writing: A needs analysis of EAP in China. Language Education in Asia, 4(1), 5–22. https://doi.org/http://dx.doi.org/10.5746/LEiA/13/V4/I1/A2/Cai

Elton, L. (2010). Academic writing and tacit knowledge. Teaching in Higher Education, 15(2), 151–160. https://doi.org/10.1080/13562511003619979

Evans, S., & Green, C. (2007). Why EAP is necessary: A survey of Hong Kong tertiary students. Journal of English for Academic Purposes, 6(1), 3–17. https://doi.org/10.1016/j.jeap.2006.11.005

Hartley, J. (2014). Academic Writing and Publishing. Igarss 2014. https://doi.org/10.1007/s13398-014-0173-7.2

Hinkel, E. (2003). Adverbial markers and tone in L1 and L2 students’ writing. Journal of Pragmatics, 35(7), 1049–1068. https://doi.org/10.1016/S0378-2166(02)00133-9

Hyland, K. (2008). Writing theories and writing pedagogies. Indonesian Journal of English Language Teaching, 4(2), 91–110.

Ibrahim, N., & Nambiar, R. (2011). Writing in Foreign Lands: The Case of Postgraduate International Students and the Introductory Sections of a Project Paper. Social and Behavioral Sciences, (18), 626–632.

Kamler, B., & Thomson, P. (2006a). Doctoral writing: pedagogies for work with literatures. Elements, (April), 1–13. https://doi.org/10.1080/01580370802439870

Kamler, B., & Thomson, P. (2006b). Helping doctoral students write: Pedagogies for supervision. Education, 2006, 154–157. https://doi.org/10.4324/9781315813639

Kaur, S., & Shakila A. M. (2007). The Learning Experience of Postgraduate Students: Emergent Themes. (IPPTN) Bulletin of National Higher Education Research Institute, (9), 26–28.

Kaur, Sarjit & Sidhu, G. K. (2009). A Qualitative Study of Postgraduate Students’ Learning Experiences in Malaysia. International Education Studies, 2(3), 47–56.

Kobayashi, H., & Rinnert, C. (2013). L1/L2/L3 writing development: Longitudinal case study of a Japanese multicompetent writer. Journal of Second Language Writing, 22(1), 4–33. https://doi.org/10.1016/j.jslw.2012.11.001

Marshall, S. (1991). A genre-based approach to the teaching of report-writing. English for Specific Purposes, 10(1), 3–13. https://doi.org/10.1016/0889-4906(91)90012-L

Mohd Riji, H., Syed Tajuddin, S. H., & Ahmad, S. (2013). Postgraduate Student-Supervisor Interface : Issues and Challenges. Pertanika Journals, 21(2), 503–516.

Noriah Ismail, Supyan Hussin and Saadiyah Darus. 2012. ESL Tertiary Students’ Writing Problems and Needs: Suggested Elements for an Additional Online Writing Program (IQ-Write) for the BEL 311 Course

The international journal of learning.18(19): 69–78.

Pecorari, D. (2006). Visible and occluded citation features in postgraduate second-language writing. English for Specific Purposes, 25(1), 4–29. https://doi.org/10.1016/j.esp.2005.04.004

Petrić, B., & Czárl, B. (2003). Validating a writing strategy questionnaire. System, 31(2), 187–215. https://doi.org/10.1016/S0346-251X(03)00020-4

Saadiyah Darus. 2008. A Framework for a Computer-Based Essay Marking System: Specifically, Developed for ESL Writing. Germany: Lambert Academic Publishing.

Shakib, S. & Habsah H. (2017). Perceptions of Challenges in Writing Academically : Iranian Postgraduate Students ’ Perspectives, 6(4), 2013–2016. https://doi.org/10.7575/aiac.ijalel.v.6n.4p.1

Turner, M. (2011). The Literary Mind. The Literary Mind. https://doi.org/10.1093/acprof:oso/9780195126679.001.0001




DOI: http://dx.doi.org/10.7575/aiac.ijalel.v.7n.7p.191

Refbacks

  • There are currently no refbacks.




Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

2012-2019 (CC-BY) Australian International Academic Centre PTY.LTD

International Journal of Applied Linguistics and English Literature

To make sure that you can receive messages from us, please add the journal emails into your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders.