Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.772899
Title: Academic writing in an EAP course : a pragmatic and critical approach to needs analysis
Author: Mohd Basari, S. N.
ISNI:       0000 0004 7960 3532
Awarding Body: University of Sheffield
Current Institution: University of Sheffield
Date of Award: 2018
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Abstract:
Academic writing in higher education has been the subject of increasing attention by many researchers. The importance of writing has driven many studies in the area of teaching and learning, including English for Academic Purposes (EAP). This thesis reports the findings of a case study investigating academic writing in the context of EAP with regard to student writing needs in an academic writing course, namely English for Academic Writing (EAW), at a language centre in IIUM, a public university in Malaysia. The study juxtaposes the needs analysis and rights analysis approaches. The participants in the study were lecturers from a language centre, lecturers from the engineering and human science faculties, and students from those faculties who were doing an English for academic writing course at the language centre. The research design for the study is the complementarity mixed-method design. Questionnaires and interviews were used to obtain the data. The findings from the needs analysis on academic writing in EAW reveal that the majority of the EAW lecturers and students have a positive view towards the EAW course. The EAW lecturers, the faculty lecturers and the students felt that writing research reports was important in the faculties, as indicated by the target situation analysis (TSA). Most of the EAW lecturers, engineering lecturers, engineering students and human sciences students perceived research writing skills as their present situation needs (PSA). In addition, there was a consistency between their present needs (PSA) and their target needs (TSA). However, human sciences lecturers believed that students needed more improvement in their basic language skills due to their current writing problems (PSA) to achieve a higher level of language proficiency (TSA). Finally, evidence of power relations was discovered from the perceptions of the stakeholders in the study. They are divided into two main themes: power struggles and power relationships.
Supervisor: Hobbs, Valerie ; Afitska, Oksana Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.772899  DOI: Not available
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