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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 Hits 1 – 20 of 68 1 Investigating How and When International First-Year Second Language Undergraduate Students Deal with Academic Literacies Challenges in the Early 21st Century: A Longitudinal Case Study Shannaq, Alena. - : Auckland University of Technology, 2021 BASE Show details 2 Supporting students’ academic literacies in post-COVID-19 times: Developing digital videos to develop students’ critical academic reading practices Baker, Sally; Field, Caitlin; Lee, Jung-Sook... In: Journal of University Teaching & Learning Practice (2021) BASE Show details 3 Agency and accountability in the academic reading practices of graduate students using English as an additional language Altalouli, Mahmoud; Curry, Mary Jane (1961 - ). - : University of Rochester, 2021 BASE Show details 4 Demands of Postgraduate Courses in Relation to Academic Literacies Maria Izabel Rodrigues Tognato; Paula Kracker Francescon; Jacqueline Sanches Vignoli In: Signum: Estudos da Linguagem, Vol 24, Iss 1, Pp 136-148 (2021) (2021) BASE Show details 5 Les différentes dimensions en jeu dans la formation universitaire d’étudiants étrangers : vers des approches réflexives historicisantes dans le champ du FOU Courtaud, Léa In: ISSN: 0765-1635 ; Travaux de didactique du français langue étrangère ; https://hal.archives-ouvertes.fr/hal-03116564 ; Travaux de didactique du français langue étrangère, Université Paul Valéry, Montpellier III,, 2020 ; https://revue-tdfle.fr/articles/revue-77/1635-les-differentes-dimensions-en-jeu-dans-la-formation-universitaire-d-etudiants-etrangers-vers-des-approches-reflexives-historicisantes-dans-le-champ-du-fou (2020) BASE Show details 6 “But it’s Hard For a Refugee”: Transitioning to Postsecondary Literacy Practices After Forced Migration Hoff, Meagan. - 2020 BASE Show details 7 How the Reading for Understanding Initiative’s Research Complicates the Simple View of Reading Invoked in the Science of Reading Pearson, P. David; Afflerbach, Peter; Fitzgerald, Miranda S.. - : National Academy of Education, 2020. : Wiley Periodicals, Inc., 2020 BASE Show details 8 Reading to Be: The role of academic reading in emergent academic and professional student identities Maguire, Moira; Reynolds, Ann Everitt; Delahunt, Brid In: Journal of University Teaching & Learning Practice (2020) BASE Show details 9 Framing the text: understanding emotional barriers to academic reading Kimberley, Emma; Thursby, Mark In: Journal of University Teaching & Learning Practice (2020) BASE Show details 10 What Do Students Say about Writing? How Student Experiences Can Inform Canadian Writing Studies Pedagogy Eaton, Christopher In: Electronic Thesis and Dissertation Repository (2020) BASE Show details 11 Investigating Academic Literacy Challenges on Undergraduate Programmes: A Focus on Arabic-speaking Students in New Zealand Junina, Ahmed Kamal. - : Auckland University of Technology, 2019 Abstract: The challenges facing non-native English-speaking students (NNESSs) in their attempts to adapt to the conventions of academic writing at tertiary level in English-medium institutions have been canvassed in scholarly research. Nonetheless, there does not appear to be a great deal of research that investigates the experiences of Arabic-speaking students with English academic writing across the disciplines in New Zealand. The main aim of the present study, therefore, is to explore the challenges Arabic-speaking undergraduate students in New Zealand encounter with English academic writing. In addition, the study aims at identifying some practical ways through which Arabic-speaking students could be better prepared for the demands of studying and writing in English. This study is informed by the academic literacies model as the theoretical framework which provides the basis for an examination of the contextual influences on the English academic literacy development of the Arabic-speaking students of the sample, such as their cultural and educational backgrounds and identities. The study adopts a constructivist-interpretive research paradigm. A mixed methods research design was utilised in this study, whereby three data collection methods were employed: focus groups, an online questionnaire, and semi-structured interviews. Thematic analysis was applied to the qualitative data from the focus groups and interviews, which gave rise to the identification of emergent themes. The data from the quantitative instrument were analysed using the Statistical Package for the Social Sciences (SPSS) software. The study identified key factors that seem to influence Arabic-speaking undergraduate students’ ability to achieve proficiency in English academic writing. These factors include students’ past language learning experiences, some linguistic differences between students’ first language (L1) and English, institutional factors, and factors that are related to specific disciplines. Students’ narratives demonstrated that English tuition at public schools in the Arabic-speaking world does not seem to adequately prepare students for the demands of studying and writing in English. In addition, linguistic differences between Arabic and English seem to contribute to the challenges that Arabic-speaking undergraduate students encounter in English academic writing. The findings indicate that many students believe that the writing required to pass the International Language Testing System (IELTS) test is irrelevant at tertiary level. In contrast, the writing content in pathway courses in New Zealand was perceived by several students as more relevant to the writing they were asked to do for university courses. Furthermore, the study found that students at the undergraduate level felt that it is difficult for them to gauge what discipline lecturers require as far as academic writing is concerned. The study makes an original empirical contribution to research that investigates academic writing by providing an authentic account of the challenges Arabic-speaking students encounter in English academic writing and suggesting a practical model for better preparing students for the demands of academic writing in English. Therefore, it is hoped that the analysis could offer an empirical point of departure for teaching academic writing to Arabic-speaking students at tertiary level both in Arabic-speaking and English-speaking countries. Keyword: Academic English; Academic literacies; academic literacy; Academic writing; Academic writing challenges; Arabic-speaking students; IELTS preparation courses; IELTS writing; L1 transfer; Negative washback; Pathway courses; Positive washback; writing as a social practice; Writing at tertiary level URL: http://hdl.handle.net/10292/13035 BASE Hide details 12 The Institutional Context of ‘Linguistic Injustice’: Norwegian Social Scientists and Situated Multilingualism Lynn P. Nygaard In: Publications ; Volume 7 ; Issue 1 (2019) BASE Show details 13 ‘Seidauk sai hanesan ami nia mehi’: a study of lecturers’ responses to multilingualism in higher education in Timor-Leste Newman, Trent Phillip. - 2019 BASE Show details 14 The Academic Writing Skills Programme: A model for technology-enhanced, blended delivery of an academic writing programme Boyle, Jennifer; Ramsay, Scott; Struan, Andrew In: Journal of University Teaching & Learning Practice (2019) BASE Show details 15 Enacting knowledge in dissertations: An exploratory analysis of doctoral writing using Legitimation Code Theory Wilmot, Kirstin Dianne. - : The University of Sydney, 2019. : Department of Sociology and Social Policy, 2019. : Faculty of Arts and Social Sciences, School of Philosophical and Historical Inquiry, 2019 BASE Show details 16 Exploring the gap between what we say and what we do: writing centres, ‘safety’, and ‘risk’ in higher education Clarence, Sherran In: Stellenbosch Papers in Linguistics Plus, Vol 57, Iss 0, Pp 117-130 (2019) (2019) BASE Show details 17 Decentering and recentering the writing centre using online feedback: towards a collaborative model of integrating academicliteracies development Collett, Karen Suzette; Dison, Arona In: Stellenbosch Papers in Linguistics Plus, Vol 57, Iss 0, Pp 79-98 (2019) (2019) BASE Show details 18 “We are not a ‘fix-it shop’”: the writing centre as a uniquely configured learning space Sefalane-Nkohla, Puleng; Mtonjeni, Thembinkosi In: Stellenbosch Papers in Linguistics Plus, Vol 57, Iss 0, Pp 1-23 (2019) (2019) BASE Show details 19 Developing Academic Literacy and Researchers' Identities: The Case of Multilingual Graduate Students Elola, Idoia; Nakatsukasa, Kimi; Tecedor, Marta In: Elola, Idoia; Nakatsukasa, Kimi; & Tecedor, Marta. (2018). Developing Academic Literacy and Researchers' Identities: The Case of Multilingual Graduate Students. L2 Journal, 10(2). doi:10.5070/L210235210. Retrieved from: http://www.escholarship.org/uc/item/541519jw (2018) BASE Show details 20 Academic Writing of Multilingual Undergraduates: Identity and Knowledge Construction Across Five Disciplines Cheng, Chiuyee Dora In: http://rave.ohiolink.edu/etdc/view?acc_num=osu153187612119893 (2018) BASE Show details Page: 1 2 3 4

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