IDEAS home Printed from https://ideas.repec.org/a/sae/sagope/v13y2023i4p21582440231212786.html
   My bibliography  Save this article

Developing and Evaluating an Online Professional Development Model on Academic Writing Conventions and Norms in English

Author

Listed:
  • Fatma Kaya
  • Oktay Yağız

Abstract

This study aimed to determine non-native speakers of English academics’ knowledge and awareness of conventions and norms of academic writing (AW), to develop an online professional development model addressing all disciplines, and to evaluate the effect of this model on their AW performances with their views on the model. The study was based on the mixed methods evaluation design. The participants were nine academics in educational and social sciences at a state university in Turkey. An online professional development model encompassing eight themes related to AW was developed. Data were collected through pre- and post-tutorial semi-structured interviews and writing tasks. Textual and content analyses were used for the qualitative data, and the Wilcoxon Signed Rank Test was performed for quantitative analysis. The results showed that before the tutoring, the participants acknowledged various difficulties regarding AW conventions and norms. The data after the online asynchronous tutoring showed that explicit instruction increased the participants’ knowledge and awareness, and the proposed model contributed to their writing performances, and promoted their AW skills. However, participants’ hedging use was found limited to modal verbs use. Paraphrasing tasks also showed significant differences between before and after tutoring writing tasks. Participants highlighted the importance of long-term implementational writing instruction.

Suggested Citation

  • Fatma Kaya & Oktay Yağız, 2023. "Developing and Evaluating an Online Professional Development Model on Academic Writing Conventions and Norms in English," SAGE Open, , vol. 13(4), pages 21582440231, December.
    • Handle: RePEc:sae:sagope:v:13:y:2023:i:4:p:21582440231212786
    DOI: 10.1177/21582440231212786
    as

    Download full text from publisher

    File URL: https://journals.sagepub.com/doi/10.1177/21582440231212786
    Download Restriction: no
    File URL: https://libkey.io/10.1177/21582440231212786?utm_source=ideas
    LibKey link: if access is restricted and if your library uses this service, LibKey will redirect you to where you can use your library subscription to access this item
    ---><---

    References listed on IDEAS

    as
    1. Ernest A Pineteh, 2014. "The Academic Writing Challenges of Undergraduate Students: A South African Case Study," International Journal of Higher Education, Sciedu Press, vol. 3(1), pages 1-12, February.
    2. Ali M. Fazilatfar & S. E. Elhambakhsh & Hamid Allami, 2018. "An Investigation of the Effects of Citation Instruction to Avoid Plagiarism in EFL Academic Writing Assignments," SAGE Open, , vol. 8(2), pages 21582440187, April.
    Full references (including those not matched with items on IDEAS)

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    1. Mona Farouk Ali, 2021. "Attitudes towards plagiarism among faculty members in Egypt: a cross-sectional study," Scientometrics, Springer;Akadémiai Kiadó, vol. 126(4), pages 3535-3547, April.
    2. Michelle Mae D. Jimenez & Lea Jean M. Comison & Beverly B. Dionio & Analyn S. Clarin & Juby H. Vallejo, 2024. "Challenges Encountered by College Students in Academic Writing," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 8(3), pages 1440-1451, March.
    3. Kultida Khammee & Apiwit Liang-itsara & Singhanat Nomnian & Seongha Rhee, 2024. "The Effects of Using Scientific Genre to Promote Undergraduate Students’ English Academic Writing in an ESP Course," World Journal of English Language, Sciedu Press, vol. 14(3), pages 170-170, May.
    4. Xiaojing Wang, 2023. "Like Riding a Roller Coaster: University Teachers’ Emotional Experiences Dealing with Student Plagiarism," IJERPH, MDPI, vol. 20(4), pages 1-18, February.

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:sae:sagope:v:13:y:2023:i:4:p:21582440231212786. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: SAGE Publications (email available below). General contact details of provider: .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.