Open AccessAn English for Research Publication Purposes Course: Gains, Challenges, and Perceptions
Author(s) -
Frank Giraldo
Publication year - 2019
Publication title -
gist : education and learning research journal/gist education and learning research journal
Language(s) - English
Resource type - Journals
eISSN - 2248-8391
pISSN - 1692-5777
DOI - 10.26817/16925777.454
Subject(s) - scientific writing , perception , academic writing , publication , english for academic purposes , psychology , journal writing , professional writing , collaborative writing , mathematics education , peer feedback , english language , publishing , second language writing , pedagogy , medical education , teaching method , second language , linguistics , political science , medicine , philosophy , neuroscience , law
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.