A Narrative Inquiry of English Graduate Students’ Experiences in Writing for Publication

Pradhita Ramadhani; Endang Fauziati; Suparno Suparno

doi:10.35445/alishlah.v13i3.1267

A Narrative Inquiry of English Graduate Students’ Experiences in Writing for Publication

Pradhita Ramadhani, Endang Fauziati, Suparno Suparno

Abstract

Academic writing in higher education mainly focuses on writing for publication. The success of writing for publication depends on the learners’ ability to access, understand the relevant references, evaluate, and synthesise the ideas, opinions, and sentences to make their academic pattern. Viewed from prior studies, it seems that many EFL learners have faced various problems in writing their academic papers, specifically writing for publication. To respond to this issue, this narrative inquiry aims to investigate (1) how learners acquire their knowledge in writing for publication, (2) the difficulties they face in writing for publication, and (3) how they face those difficulties. This present study intended to dig up the experiences of two graduate students of English Education major in writing for publication. Semi-structured interviews were used to collect the data. Then, the data were analyzed using thematic analysis. This study shows that the participants acquired knowledge and experiences from various sources that were useful for writing their academic papers. Surprisingly, the various difficulties they faced motivated them to learn more and improve their writing skills for publication. Pedagogical and future research implications are further discussed.

Keywords

Academic Writing, Narrative Inquiry, Writing Conventions, Writing Difficulties

Full Text:

PDF

References

A. Moreira, & T. Haahtela. (2011). How to write a scientific paper- and win the game scientist play! Port. Pneumol, 17(3), 146–149.

Atta-Obeng, H., & Lamptey, R. B. (2012). Challenges with reference citation among postgraduate students at the Kwame Nkrumah University of Science and Technology, Kumasi, Ghana. Journal of Science and Technology, 32(3), 69–80.

Azizah, U. A. (2018). Challenges in Writing Academic Papers for International Publication among Indonesian Graduates Students. JEELS (Journal of English Education and Linguistics Studies, 4(2), 47–69. https://doi.org/10.30762/jeels.v4i2.405

Badenhorst, C., Moloney, C., Rosales, J., Dyer, J., & Ru, L. (2015). Beyond deficit: Graduate student research-writing pedagogies. Teaching in Higher Education, 20, 1–11.

Barkhuizen, G., Benson, P., & Chik, A. (2014). Narrative Inquiry in Language Teaching and Learning Research (Taylor & Francis Group, Ed.; First Edition). Routledge.

Chipamaunga, S., & Prozesky, D. (2019). How students experience integration and perceive development of the ability to integrate learning. Advances in Health Sciences Education, 24(1), 65–84. https://doi.org/10.1007/s10459-018-9850-1

Chou, L. (2011). An investigation of Taiwanese Doctoral Students Academic Writing at a U.S. University. Higher Education Studies, 1(2), 47–72.

Cuschieri, S. (2018). WASP: Is open access publishing the way forward? A review of the different ways in which research papers can be published. Early Human Development, 121, 54–57. https://doi.org/10.1016/j.earlhumdev.2018.02.017

Cuschieri, S., Grech, V., & Savona-Ventura, C. (2019). WASP (Write a Scientific Paper): Structuring a scientific paper. Early Human Development, 128, 114–117. https://doi.org/10.1016/j.earlhumdev.2018.09.011

Drajati, N. A., Wisudawati, A. F., & Handayani, A. (2020). Promoting Personal Learning Environment for Emerging Academic Writing for Publication for Higher Education Students. Register Journal, 13(2), 293–314. https://doi.org/10.18326/rgt.v13i2.293-314

Fadda, H. al. (2012). Difficulties in academic writing: From the perspective of King Saud University postgraduate students. English Language Teaching, 5(3), 123–130. https://doi.org/10.5539/elt.v5n3p123

Flowerdew, J. (1999). Problems in Writing for Scholarly Publication in English: The Case of Hong Kong. In JOURNAL OF SECOND LANGUAGE WRITING (Issue 3).

Graham, S., Berninger, V., & Fan, W. (2007). The Structural Relationship between Writing Attitude and Writing Achievement in First and Tird Grade Students. Contemporary Educational Psychology, 32, 516–536.

Grami, G. M. A. (2010). The Effects of Integrating Peer Feeedback into University-Level ESL Writing Curriculum: A Comparative Study in a Saudi Context.

Gupta, D., & Woldemariam, G. S. (2011). The Influence of Motivation and Attitude on Writing Strategy Use of Undergraduate EFL Students: Quantitative and qualitative perspectives. Asian EFL Journal, 13(2), 34–89.

Hyland, K. (2016). Academic publishing and the myth of linguistic injustice. Journal of Second Language Writing, 31, 58–69. https://doi.org/10.1016/j.jslw.2016.01.005

Iermolenko, O., Aleksandrov, E., Nazarova, N., & Bourmistrov, A. (2021). The “Bermuda triangle” of academic writing. International Journal of Management Education, 19(2). https://doi.org/10.1016/j.ijme.2021.100511

Jo, C. W. (2021). Short vs. extended adolescent academic writing: A cross-genre analysis of writing skills in written definitions and persuasive essays. Journal of English for Academic Purposes, 53. https://doi.org/10.1016/j.jeap.2021.101014

Kaufhold, K. (2015). Conventions in postgraduate academic writing: European students’ negotiations of prior writing experience at an English speaking university. Journal of English for Academic Purposes, 20, 125–134. https://doi.org/10.1016/j.jeap.2015.08.007

Klein, J. F. (2008). Advancing one’s understanding of school counseling through publication: The “what” and “how” of writing article. GSCA Journal, 1(1), 10–11.

Lennartson-Hokkanen, I. (2016). Organisation, attitudes, teaching potential; a pedagogical collaboration project on writing between an educational program and a writing center.

Linnenbrink, E. A. (2007). The role of affect in student learning: A multidimensional approach to considering the interaction of affect, motivation, and engagement. Emotion in Education, 107–124.

Liso, V. (2020). Implementing the Introduction, Methods, Results and Discussion Article Structure in Engineering Education based on Problem-based Learning. Journal of Problem Based Learning in Higher Education, 8(2), 61–75. https://doi.org/10.5278/ojs.jpblhe.v8i2.3366

Mah, B. Y., Umar, I. N., & Chow, V. F. T. (2013). L2 writing challenges for the undergraduates: A performance analysis and a literature review on SIL domains. The Asian Conference on Language Learning 2013 Official Conference Proceedings, 302–316.

Mateu Arrom, L., Huguet, J., Errando, C., Breda, A., & Palou, J. (2018). How to write an original article. In Actas Urologicas Espanolas (Vol. 42, Issue 9, pp. 545–550). Elsevier Ltd. https://doi.org/10.1016/j.acuro.2018.02.011

Muis, K. R. (2007). The role of epistemic beliefs in self-regulated learning. Educational Psychologist, 42(3), 173–190.

Nunan, D. (2003). Practical English Language Practice. Singapore: Mc Graw- Hill Company.

Oriokot, L., Buwembo, W., Munabi, I., & Kijjambu, S. (2011). The introduction, methods, results and discussion (IMRAD) structure: A Survey of its use in different authoring partnerships in a students’ journal. In BMC Research Notes (Vol. 4). https://doi.org/10.1186/1756-0500-4-250

Pekrun, R., & Stephens, E. J. (2012). Academic emotions. Handbook of Educational Psychology, 2, 3–31.

Piaget, J. (1967). Six Psychological Studies. New York: Vintage Books.

Reif, F. (1987). Interpretation of scientific or mathematical concepts: Cognitive issues and instructional implications. Cognitive Science, 11(4), 395–416.

Salager-Meyer, F. (2014). Writing and publishing in peripheral scholarly journals: how to enhance the global influence of multilingual scholars. Journal of English for Specific Purpose, 13, 78–82.

S.S. Agarwal, P.P. Yadav, K.H. Chavali, & L. Kumar. (2011). How to write a thesis? Natl. J. Physiol. Pharm. Pharmacol, 1(2), 86–90.

Wells, J. M., & Soderlund, L. (2018). Preparing graduate students for academic publishing: results from a study of published rhetoric and composition scholars. Pedagogy, 18(1), 131–156.

Wolfe, J., Britt, C., & Alexander, K. P. (2011). Teaching the IMRAD Genre: Sentence Combining and Pattern Practice Revisited. Journal of Business and Technical Communication, 25(2), 119–158.

Zhao, J. (2017). Native speaker advantage in academic writing? Conjunctive realizations in EAP writing by four groups of writers. Ampersand, 4, 47–57. https://doi.org/10.1016/j.amper.2017.07.001

Zumbrunn, S., Ekholm, E., Stringer, J. K., McKnight, K., & DeBusk-Lane, M. (2017). Student Experiences With Writing: Taking the Temperature of the Classroom. Reading Teacher, 70(6), 667–677. https://doi.org/10.1002/trtr.1574

DOI: https://doi.org/10.35445/alishlah.v13i3.1267