ENHANCING ENGLISH LANGUAGE COMPETENCE IN SCHOLARLY WRITING SKILLS: THE IMPACT OF RESEARCH WRITING RETREATS ON EMERGING RESEARCHERS IN HIGHER EDUCATION

DOI: https://doi.org/10.33650/pjp.v11i1.8387

Authors (s)


(1) * Bulelwa Makena   (Walter Sisulu University, Eastern Cape)  
        South Africa
(2)  Thandiswa Mpiti   (Walter Sisulu University, Eastern Cape)  
        South Africa
(*) Corresponding Author

Abstract


This study outlines the challenges faced by students that lead to system stagnation when they encounter difficulties in completing their research reports within the expected timeframe. Inadequate English language competence is a major factor likely to hinder the progress and success of most authors referred to as 'emerging researchers.' Therefore, this research aims to understand the pedagogical impact of research writing on enhancing scholarly writing skills and improving English language proficiency for emerging authors. This study employs a qualitative research approach with a case study design. This approach aims to understand real-life circumstances involving the subjects under investigation. Semi-structured interviews were used to collect data. The data were analyzed using Miles and Huberman's data analysis techniques, which include data reduction, data display, and verification. The research results show that the pedagogical impact of research writing in improving scientific writing skills and improving English language skills is increasing pedagogical skills in English academic writing and increasing the level of publication of research results.

Keywords

English Language Competence; Writing Skill; Emerging Researcher.



Full Text: PDF



References


Ag-Ahmad, N., & Lidadun, B. P. (2020). Environmental aspects of successful English language teaching practices in rural Sabah low enrolment schools. International Journal of Modern Languages and Applied Linguistics (IJMAL), 4(1), 44–56. https://ir.uitm.edu.my/id/eprint/42689/

Al-Hroub, A., Shami, G., & Evans, M. (2019). The impact of the ‘writers’ workshop’ approach on the L2 English writing of upper-primary students in Lebanon. The Language Learning Journal, 47(2), 159–171. https://doi.org/10.1080/09571736.2016.1249394

Asih, N. S., & Wikanengsih, W. (2018). Improving speaking skill through problem solving approach. JLER (Journal of Language Education Research), 1(3), 14-28.

Bandura, A. (1997). Self-Efficacy, The Exercise of Control. Freeman and Company.

Bandura, A. (2005). Theories of Personality. McGraw-Hill Companies.

Beasy, K., Emery, S., Dyer, L., Coleman, B., Bywaters, D., Garrad, T., Crawford, J., Swarts, K., & Jahangiri, S. (2020). Writing together to foster wellbeing: Doctoral writing groups as spaces of wellbeing. Higher Education Research & Development, 39(6), 1091–1105. https://doi.org/10.1080/07294360.2020.1713732

Benvenuti, S. (2017). Pedagogy of peers: Cultivating writing retreats as communities of academic writing practice. South African Journal of Higher Education, 31(2), 89–107. https://journals.co.za/doi/abs/10.208535/31-2-1340

Brinkmann, S. (2013). Qualitative Interviewing: Oxford university press.

Byfield, L. (2019). Labeling English Learners: Teachers' Perceptions and Implications. International Journal of Education and Literacy Studies, 7(4), 69-75.

Coady, M. R. (2020). Rural English Learner Education: A Review of Research and Call for a National Agenda. Educational Researcher, 49(7), 524–532. https://doi.org/10.3102/0013189X20931505

Denzin, N. K., & Lincoln, Y. S. (1996). Handbook of Qualitative Research. Journal of Leisure Research, 28(2), 132.

Fleming, J., & Zegwaard, K. E. (2018). Methodologies, Methods and Ethical Considerations for Conducting Research in Work-Integrated Learning. International Journal of Work-Integrated Learning, 19(3), 205-213.

Garside, J., Bailey, R., Tyas, M., Ormrod, G., Stone, G., Topping, A., & Gillibrand, W. P. (2015). Developing a Culture of Publication: a Joint Enterprise Writing Retreat. Journal of Applied Research in Higher Education, 7(2), 429-442.

Guest, G., Namey, E., Taylor, J., Eley, N., & McKenna, K. (2017). Comparing focus groups and individual interviews: Findings from a randomized study. International Journal of Social Research Methodology, 20(6), 693–708. https://doi.org/10.1080/13645579.2017.1281601

Haryanti, A. S. (2021). Evaluation of Timely Passing Program Department of Indonesian Language Education Universitas Indraprasta PGRI. Pedagogik: Jurnal Pendidikan, 8(2), 312–334. https://doi.org/10.33650/pjp.v8i2.2954

Hoang, D. T. N., & Hoang, T. (2022). Enhancing EFL students’ academic writing skills in online learning via Google Docs-based collaboration: A mixed-methods study. Computer Assisted Language Learning, 1–23. https://doi.org/10.1080/09588221.2022.2083176

Johnson, K. E. (2018). Studying language teacher cognition: Understanding and Enacting Theoretically Consistent Instructional Practices. Language Teaching Research, 22(3), 259–263. https://doi.org/10.1177/1362168818772197

Kent, A., Berry, D. M., Budds, K., Skipper, Y., & Williams, H. L. (2017). Promoting writing amongst peers: Establishing a Community of Writing Practice for Early Career Academics. Higher Education Research & Development, 36(6), 1194–1207. https://doi.org/10.1080/07294360.2017.1300141

Nardo, A. (2021). Exploring a Vygotskian Theory of Education and Its Evolutionary Foundations. Educational Theory, 71(3), 331–352. https://doi.org/10.1111/edth.12485

Newman, S., & Latifi, A. (2021). Vygotsky, Education, and Teacher Education. Journal of Education for Teaching, 47(1), 4–17. https://doi.org/10.1080/02607476.2020.1831375

Noone, J., & Young, H. M. (2019). Creating a Community of Writers: Participant Perception of the Impact of a Writing Retreat on Scholarly Productivity. Journal of Professional Nursing, 35(1), 65-69.

Polio, C., & Friedman, D. (2016). Understanding, Evaluating, And Conducting Second Language Writing Research. Routledge.

Richter, K. (2019). English-medium Instruction and Pronunciation: Exposure and Skills Development. Multilingual Matters.

Smith, R. D. (2019). Becoming a Public Relations Writer: Strategic Writing for Emerging and Established Media. Routledge.

Stewart, C. (2018). Academic Writing Retreats for Graduate Students: A Qualitative Case Study (Doctoral dissertation, Colorado State University).

Timonen, V., Foley, G., & Conlon, C. (2018). Challenges When Using Grounded Theory: A Pragmatic Introduction to Doing GT Research. International Journal of Qualitative Methods, 17(1), 88-101. https://doi.org/10.1177/1609406918758086

Tortorelli, L. S., Gerde, H. K., Rohloff, R., & Bingham, G. E. (2022). Ready, Set, Write: Early Learning Standards for Writing in the Common Core Era. Reading Research Quarterly, 57(2), 729–752. https://doi.org/10.1002/rrq.436

Vygotsky, L. S., & Cole, M. (1978). Mind in Society: Development of Higher Psychological Processes. Harvard university press.

Wang, L., Lee, I., & Park, M. (2020). Chinese university EFL teachers’ beliefs and practices of classroom writing assessment. Studies in Educational Evaluation, 66, 100890-. 100898. https://www.sciencedirect.com/science/article/pii/S0191491X20301383

Yaeger, J. L., Jones, C., & Covington, H. G. (2021). Open Solutions: Creating an OER Writing Lab. Virginia Libraries, 65(1), 239-251.

Yusuf, Q., Jusoh, Z., & Yusuf, Y. Q. (2019). Cooperative Learning Strategies to Enhance Writing Skills among Second Language Learners. International Journal of Instruction, 12(1), 1399-1412.

Zhang, X. (2021). Assessing EFL Students’ Writing Development as They are Exposed to The Integrated Use of Drama-Based Pedagogy and SFL-based Teaching. Assessing Writing, 50, 100569-100578.


Dimensions, PlumX, and Google Scholar Metrics

10.33650/pjp.v11i1.8387


Refbacks

  • There are currently no refbacks.


Copyright (c) 2024 Bulelwa Makena, Thandiswa Mpiti


This work is licensed under a CC BY-SA

Published by Islamic Faculty of Nurul Jadid University, Probolinggo, East Java, Indonesia.