ERIC Number: ED464496
Record Type: Non-Journal
Publication Date: 2001
The Self-Reported Perspectives Regarding Academic Writing among Taiwanese Graduate Students Specializing in TEFL.
Texas Papers in Foreign Language Education, v6 n1 p19-35 Fall 2001
This study explored how four Taiwanese graduate students specializing in Teaching English as a Second/Foreign Language at a U.S. university perceived the academic writing tasks required of them for their coursework. Collected over the course of one semester, data were derived from structured/semi-structured interviews with the students and reflective journals in which students recorded their writing experiences throughout the study period. The grounded theory approach to data collection and analysis was used. Results indicated that respondents believed that their previous English language training in Taiwan did not adequately prepare them for the writing tasks they encountered during their graduate studies in the United States. The master's and doctoral students had markedly different perceptions of academic writing as opposed to other types of writing. Respondents' perceptions of the art of academic writing were directly related to their perceived future roles as English instructors. They employed a variety of strategies to compose their academic writing projects. All respondents considered academic writing to be an anxiety-provoking event. Pedagogical implications of the study findings are noted. (Contains 38 references.) (SM)
Publication Type: Journal Articles; Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: Texas Univ., Austin. Foreign Language Education Program.