Investigating Business EFL Postgraduate Student Writing in a UK University: A Qualitative Study

Autor/in	Alhassan, Awad
Titel	Investigating Business EFL Postgraduate Student Writing in a UK University: A Qualitative Study
Quelle	In: Cogent Education, 6 (2019) 1, Artikel 1699741 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Alhassan, Awad)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2331-186X
DOI	10.1080/2331186X.2019.1699741
Schlagwörter	Foreign Countries; Business Administration Education; Second Language Learning; English (Second Language); Graduate Students; Writing Skills; English for Academic Purposes; Business Communication; Student Research; Research Papers (Students); Content Area Writing; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Writing skill; Schreibfertigkeit; Unternehmenskommunikation; Studentenforschung; Schriftliche Übung; Großbritannien
Abstract	Student writing in university contexts, especially in the area of business, has relatively been under-researched in the English for academic purposes (EAP) literature. Many previous studies have only labelled the types of student writing in the academe. Although labeling is essential as a starting point to map out and understand student writing at university, we still need more research to move beyond labeling and further uncover the expectations and requirements underlying the production of these types of writing. This study duly attempts to fill this gap and it adopted a qualitative ethnographically oriented methodology combining both text and context analyses to explore the types, requirements and expectations of student writing in a business postgraduate programme in a UK tertiary context. Eight participants, students and lecturers took part in the study by allowing face-to-face tape-recorded interviews. In this paper, I will only report findings from the perspective of the lecturer participants. Results of data analysis showed that the type of writing lecturers required for their courses was library research paper. However, the requirements and expectations underlying the production of this paper significantly varied across the courses and among those lecturers. Pedagogical implications for EAP were presented and discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01