Challenges in academic writing: Perspectives of Engineering faculty and L2 postgraduate research students. (July 2021)

• Record Type: Journal Article
• Authors: Lin, Linda H.F.; Morrison, Bruce
• Is Part Of: English for specific purposes. Volume 63(2021)
• Page Start: 59
• Page End: 70
• Publication Date: 2021-07
• Subjects: Academic writing -- Challenges -- Postgraduates -- Language strategies -- Engineering students; English language -- Study and teaching -- Foreign speakers -- Periodicals; English language -- Business English -- Study and teaching -- Periodicals; English language -- Technical English -- Study and teaching -- Periodicals; Anglais (Langue) -- Étude et enseignement -- Allophones -- Périodiques; Enseignement professionnel -- Périodiques; Anglais (Langue) -- Anglais commercial -- Étude et enseignement -- Périodiques; Anglais (Langue) -- Anglais technique -- Étude et enseignement -- Périodiques; English language -- Business English -- Study and teaching; English language -- Study and teaching -- Foreign speakers; English language -- Technical English -- Study and teaching; Periodicals; 428.007
• DOI: 10.1016/j.esp.2021.03.004
• Languages: English
• ISSNs: 0889-4906

Abstract

Abstract: This paper investigates the academic writing challenges encountered by L2 postgraduate students in Engineering and the strategies they developed (or, from the perspective of faculty, should develop) to address these issues. Drawing on both quantitative and qualitative data gathered from 82 graduate students and 24 faculty in Engineering in three universities in Hong Kong, the study revealed similarities and differences related to topics previously identified in the literature. The study identified major differences between students and faculty regarding academic writing challenges. The primary concern of most L2 graduate students was challenges at the sentence level (i.e. local language features), whereas that of most faculty was challenges at the discourse level (i.e. global language features). The study also revealed that some student strategies for managing academic writing challenges (e.g. employing Google Translate) do not fully meet faculty expectations. These findings have significant pedagogical implications, for example, the need for providing appropriate writing models and writing interventions for L2 graduate students in Engineering. Highlights: This study examines academic writing challenges for L2 Engineering postgraduates. L2 graduate students are more concerned about writing skills at the sentence level. Their faculty are more concerned about writing skills at the discourse level. Using academic papers as models is a common strategy for L2 graduate students. Some student strategies for academic writing do not meet faculty expectations.