Akademik Veri Yönetim Sistemi
JOURNAL OF LANGUAGE TEACHING AND LEARNING, cilt.14, sa.1, 2024 (ESCI)
Academic writing (AW) is a critical and complex task to achieve and may be challenging for both supervisees and supervisors. Though most prior research has focused on examining the topic of AW from the supervisee's viewpoint, the cognitions and views of the supervisors have often been neglected. Regarding the concept of AW and its relationship to research and supervision, AW proficiency, practices of AW, and suggestions for AW, the present study aimed to examine the issue from the standpoint of Turkish ELT (English Language Teaching) supervisors. Data were gathered using semi-structured interviews, and content analysis was conducted on the recorded information. AW remains somewhat difficult for both supervisors and their supervisees, according to the findings of the content analysis. The findings of the study revealed that English academic writing conventions and norms were relatively unknown to most of the Turkish graduate-level supervisees. The workload of the supervisors was also assumed to be one of the major impediments that negatively affected their capacity to motivate and guide their graduate students. The supervisory process was suggested to provide supervisees with earlier explicit instruction, guidance, and corrective feedback. Additionally, the supervisors proposed that the supervisees' evaluative reading of the prior research, might contribute to the criticality of their academic texts. (c) Association of Applied Linguistics. All rights reserved