An English for Research Publication Purposes Course: Gains, Challenges, and Perceptions
Academic writing for scholars wanting to publish in English has gained considerable research attention in academic writing circles. This article reports the findings of a case study on the gains, challenges, and perceptions about writing in English that a group of scholars had while taking an academic writing course. Two questionnaires, an in-depth interview, and a teacher-researcher’s journal were used for data collection. The findings emphasize gains emerging from genre-based pedagogy as a holistic approach to academic writing and usefulness of teaching strategies for writing. The study reports time, discipline, and language proficiency as challenges to overcome. Finally, the participants report differing views towards peer feedback and a predominantly positive perception of English as the language for scientific writing.
Atkinson, D. (2013). Research articles in English for specific purposes. In C. Chapelle (Ed.), The Encyclopedia of Applied Linguistics, 1-6. Chichester (UK): John Wiley and Sons.
Bhatia, V., Anthony, L., & Noguchi, J. (2011). ESP in the 21st century: ESP theory and application today. Proceedings of the JACET 50th Commemorative International Convention, 143-150.
Bocanegra-Valle, A. (2013). The perceived value of English for academic publishing among ESP multilingual scholars in Europe. Journal of English for Specific Purposes at Tertiary Level, 1(1), 5-25.
Cargill, M., & Burgess, S. (2008). Introduction to the special issue: English for research publication purposes. Journal of English for Academic Purposes, 7(2), 75-76.
Carvajal, N. & Roberto, E. (2014). Collaborative work as an alternative for writing research articles. PROFILE: Issues in Teachers’ Professional Development, (16)1, 119-136
Cheng, A. (2008). Analyzing genre exemplars in preparation for writing: The case of an L2 graduate student in the ESP genre-based instructional framework of academic literacy. Applied Linguistics, 29(1), 50-71.
Council of Europe (2001). Common European framework of reference for languages: Learning, teaching, and assessment. Cambridge, UK: Cambridge University Press.
Crawford, T., Mora, I., & Lengeling, M. (2016). Struggling authorial identity of second language university academic writers in Mexico. PROFILE: Issues in Teachers’ Professional Development, (18)1, 115-127.
Ferguson, G. (2007). The global spread of English, scientific communication and ESP: Questions of equity, access and domain loss. Ibérica, 13, 7-38.
Flowerdew, J. (2005). A multimethod approach to research into processes of scholarly writing for publication. In P. K. Matsuda and T. Silva (Eds.), Second Language Writing Research: Perspectives on the Process of Knowledge Construction, 65-77. Mahwah, NJ: Lawrence Erlbaum.
Flowerdew, J. (2013). English for Research Publication Purposes. In B. Paltridge & S. Starfield (Eds.), The handbook of English for specific purposes: First edition, 301-321. Boston, USA: Wiley-Blackwell.
Flowerdew, J. & Wang, S. (2016). Teaching English for research publication purposes with a focus on genre, register, textual mentors and language re-use: a case study. In J. Flowerdew & T. Costley (Eds.), Discipline-Specific Writing: Theory into Practice, 144-161. London, UK: Routledge.
Gea-Valor, M., Rey-Rocha, J., & Moreno, A. (2014). Publishing research in the international context: An analysis of Spanish scholars’ academic writing needs in the social sciences. English for Specific Purposes, 36, 47–59.
Glaser, B. J. & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research. New Jersey: Aldine Transaction.
Green, S. (2013). Novice ESL writers: A longitudinal case-study of the situated academic writing processes of three undergraduates in a TESOL context. Journal of English for Academic Purposes, (12)3, 180-191.
Hyland, K. (2009). English for professional academic purposes: Writing for scholarly publication. In Belcher, D. (Ed.), English for Specific Purposes in Theory and Practice, 83-105. Ann Arbor, MI: University of Michigan Press.
Hyland, K. (2013). Teaching language for academic purposes. In C. Chapelle (Ed.), The Encyclopedia of Applied Linguistics, 1-4. Chicester (UK): John Wiley and Sons.
Hyland, K. (2016). General and specific EAP. In K. Hyland & P. Shaw (Eds.), The Routledge Handbook of English for Academic Purposes, 17-29. New York: Routledge.
Hyland, K. (2016b). Academic publishing and the myth of linguistic injustice. Journal of Second Language Writing, 31, 58-69.
Jenkins. J. (2014). English as a lingua franca in the international university: The politics of academic English language policy. Abingdon: Routledge.
Johnson, D. (1992). Approaches to research in second language learning. New York: Longman.
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.
Kwan, B. S. C. (2010). An investigation of instruction in research publishing in doctoral programs: The Hong Kong case. Higher Education, 59, 55-68.
Leki, I. & Carson, J. (1997). “Completely different worlds”: EAP and the writing experiences of ESL students in university courses. TESOL Quarterly, 31(1), 39-69.
Li, Y. & Flowerdew, J. (2007). Shaping Chinese novice scientists’ manuscripts for publication. Journal of Second Language Writing, 16, 100–117.
Li, Y., Flowerdew, J., & Cargill, M. (2018). Teaching English for research publication purposes to science students in China: A case study of an experienced teacher in the classroom. Journal of English for Academic Purposes, 35, 116-129.
Lillis, T. & Curry, M. (2010). Academic writing in a global context: the politics and practices of publishing in English. New York: Routledge.
Luo, N. & Hyland, K. (2016). Chinese academics writing for publication: English teachers as text mediators. Journal of Second Language Writing, 33, 43-55.
Manchon, R. (2013). Teaching writing. In C. Chapelle (Ed.), The Encyclopedia of Applied Linguistics, 1-4.
Manchon, R. (2016). Language and L2 writing: learning to write and writing to learn in academic contexts. In K. Hyland & P. Shaw (Eds.), The Routledge Handbook of English for Academic Purposes, 139-151. New York: Routledge.
Morton, J., Storch, N., & Thompson, C. (2015). What our students tell us: Perceptions of three multilingual students on their academic writing in first year. Journal of Second Language Writing, 30, 1-13.
Myskow, G. & Gordon, K. (2009). A focus on purpose: using a genre approach in an EFL writing class. ELT Journal, 64(3), 283-292.
Pearson, C. (2003). Multiple uses of applied linguistics literature in a multi-disciplinary graduate EAP class. ELT Journal, 57(1), 43-50.
Pérez-Llantada, C. Ferguson, G., & Plo, R. (2011). “You don’t say what you know, only what you can”: The perceptions and practices of senior Spanish academics regarding research dissemination in English. English for Specific Purposes, 30, 18-30.
Perpignan, H., Rubin, B., & Katznelson, H. (2007). ‘By-products’: The added value of academic writing instruction for higher education. Journal of English for Academic Purposes, 6(2), 163-181.
Samraj, B. (2013). Research articles. In K. Hyland & P. Shaw (Eds.), The Routledge Handbook of English for Academic Purposes, 403-415. New York: Routledge.
Silverman, D. (2005). Doing qualitative research. London, UK: Sage Publications.
Swales, J. & Feak, C. (2004). Academic writing for graduate students: Essential tasks and Skills. Ann Arbor: University of Michigan Press.
Tribble, C. (2017). ELFA vs. Genre: A new paradigm war in EAP writing instruction? Journal of English for Academic Purposes, 25, 30-44.
Wingate, U. (2012). Using academic literacies and genre-based models for academic writing instruction: A ‘literacy’ journey. Journal of English for Academic Purposes, (11)1, 26-37.
Copyright (c) 2019 GiST Education and Learning Research Journal
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.