A Framework for Supporting Postgraduate Research Writing: Insights from Students' Writing Experiences

Autor/inn/en	Joseph Jeyaraj, Joanna; Too, Wei Keong; Lasito, Eni Ermawati
Titel	A Framework for Supporting Postgraduate Research Writing: Insights from Students' Writing Experiences
Quelle	In: Higher Education Research and Development, 41 (2022) 2, S.405-419 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2020.1849037
Schlagwörter	Graduate Students; Academic Language; Student Experience; Second Language Learning; Writing (Composition); Foreign Countries; Student Needs; Academic Support Services; Pedagogical Content Knowledge; Language Proficiency; English (Second Language); Barriers; Student Research; Supervisors; Malaysia + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Studienerfahrung; Zweitsprachenerwerb; Schreibübung; Ausland; Pädagogische Kompetenz; Language skill; Language skills; Sprachkompetenz; English as second language; English; Second Language; Englisch als Zweitsprache; Studentenforschung
Abstract	At postgraduate level, success often depends on the ability to produce quality academic writing. To develop a framework to support postgraduate research writing, we explored the writing experiences of twenty-four postgraduate students from non-native English-speaking backgrounds. Semi-structured interviews were conducted with these participants, who were enrolled in two institutions that have international branch campuses in Malaysia. Data were then analysed using an inductive thematic analysis approach. It was found that students' research experiences centre around three areas: academic writing; supervisory support; and institutional support services and tools. From these insights, we now propose a framework containing three dimensions and argue for pedagogically driven writing support; pedagogically informed supervisory support; and targeted and systematic peripheral support. As this framework is driven by the experiences and needs of postgraduate students, we believe it could lead to a more enriching learning experience and also greater student satisfaction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11