Exploring the impacts of academic writing instruction on the use of academic writing norms and conventions: A qualitative study

Writing is a far-reaching element which requires the efficient use of linguistic structures and rhetorical patterns for a more advanced writing proficiency. Similarly, producing academically acceptable papers might be challenging and frustrating for postgraduate students. In this respect, it can be a notably opportune time for L2 writing scholars and practitioners to illuminate the greater importance of the accurate use of academic writing norms and conventions for more effective academic papers. Therefore, this study aimed to investigate postgraduate students’ perceptions regarding the impacts of academic writing instruction on the use of academic writing norms and conventions as well as their difficulties in the use of academic writing conventions when they write a research paper. This study adopted qualitative research design with a semi-structured interview format and textual analysis. A small-scale exploratory approach was adopted to help researcher to gain exploratory insights and determine key themes regarding the participants’ view, experiences and suggestions. The participants consisted of postgraduate students in English Language Teaching department at a state university. A 14-week course was delivered to teach the accurate use of academic writing conventions. The students were asked to write a summary of an article chosen by the instructor at the beginning and end of the semester. After the instruction, data were obtained by interviewing the participants. The analysis of summaries written before and after the instruction was used to support the interview findings. The results revealed that the participants benefitted from the academic writing instruction in terms of using the academic norms and conventions in their research papers. They generally had positive attitudes toward receiving instruction focusing on academic writing norms and conventions. Based on the findings, it can be suggested that the postgraduate students have difficulties in academic writing; therefore, they need to receive comprehensive instruction, particularly to learn how to use academic writing conventions in their own disciplines.

Writing is a far-reaching element which requires the efficient use of linguistic structures and rhetorical patterns for a more advanced writing proficiency. Similarly, producing academically acceptable papers might be challenging and frustrating for postgraduate students. In this respect, it can be a notably opportune time for L2 writing scholars and practitioners to illuminate the greater importance of the accurate use of academic writing norms and conventions for more effective academic papers. Therefore, this study aimed to investigate postgraduate students’ perceptions regarding the impacts of academic writing instruction on the use of academic writing norms and conventions as well as their difficulties in the use of academic writing conventions when they write a research paper. This study adopted qualitative research design with a semi-structured interview format and textual analysis. A small-scale exploratory approach was adopted to help researcher to gain exploratory insights and determine key themes regarding the participants’ view, experiences and suggestions. The participants consisted of postgraduate students in English Language Teaching department at a state university. A 14-week course was delivered to teach the accurate use of academic writing conventions. The students were asked to write a summary of an article chosen by the instructor at the beginning and end of the semester. After the instruction, data were obtained by interviewing the participants. The analysis of summaries written before and after the instruction was used to support the interview findings. The results revealed that the participants benefitted from the academic writing instruction in terms of using the academic norms and conventions in their research papers. They generally had positive attitudes toward receiving instruction focusing on academic writing norms and conventions. Based on the findings, it can be suggested that the postgraduate students have difficulties in academic writing; therefore, they need to receive comprehensive instruction, particularly to learn how to use academic writing conventions in their own disciplines.