{"title":"Non-native English-speaking (NNES) students’ English academic writing experiences in higher education: A meta-ethnographic qualitative synthesis","authors":"","doi":"10.1016/j.jeap.2024.101430","DOIUrl":null,"url":null,"abstract":"<div><p>This meta-ethnography synthesises 26 qualitative studies published since 2000 to explore factors shaping NNES students' English academic writing experiences in higher education. The findings reveal that students' writing experiences are significantly influenced by their prior educational backgrounds, current learning contexts, self-perceived writing capabilities, and the strategies they employ to navigate various writing challenges, including a lack of preparedness, insufficient institutional support, and inadequate academic and linguistic competence. The findings also indicate that students' adaptive strategies, such as the use of cognitive, meta-cognitive, and social strategies, play a crucial role in mitigating academic writing deficiencies. The findings underscore the need for higher education institutions to implement more responsive and inclusive support systems that address the cognitive, linguistic, and affective dimensions of students' academic writing endeavours. Drawing upon the findings, a conceptual framework is developed, providing a holistic view of factors mediating students' writing experiences and offering theoretical and practical implications for enhancing educational practices and policies to better support these students’ academic endeavours.</p></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":null,"pages":null},"PeriodicalIF":3.1000,"publicationDate":"2024-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1475158524000985/pdfft?md5=302f02a7b0500896dd8112e52f948c59&pid=1-s2.0-S1475158524000985-main.pdf","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of English for Academic Purposes","FirstCategoryId":"98","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S1475158524000985","RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
This meta-ethnography synthesises 26 qualitative studies published since 2000 to explore factors shaping NNES students' English academic writing experiences in higher education. The findings reveal that students' writing experiences are significantly influenced by their prior educational backgrounds, current learning contexts, self-perceived writing capabilities, and the strategies they employ to navigate various writing challenges, including a lack of preparedness, insufficient institutional support, and inadequate academic and linguistic competence. The findings also indicate that students' adaptive strategies, such as the use of cognitive, meta-cognitive, and social strategies, play a crucial role in mitigating academic writing deficiencies. The findings underscore the need for higher education institutions to implement more responsive and inclusive support systems that address the cognitive, linguistic, and affective dimensions of students' academic writing endeavours. Drawing upon the findings, a conceptual framework is developed, providing a holistic view of factors mediating students' writing experiences and offering theoretical and practical implications for enhancing educational practices and policies to better support these students’ academic endeavours.
期刊介绍:
The Journal of English for Academic Purposes provides a forum for the dissemination of information and views which enables practitioners of and researchers in EAP to keep current with developments in their field and to contribute to its continued updating. JEAP publishes articles, book reviews, conference reports, and academic exchanges in the linguistic, sociolinguistic and psycholinguistic description of English as it occurs in the contexts of academic study and scholarly exchange itself.