Atıf İçin Kopyala
Şahin İ., Yağız O.
THE JOURNAL OF LANGUAGE TEACHING AND LEARNING, cilt.14, sa.1, ss.66-84, 2024 (ESCI)
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Yayın Türü:
Makale / Tam Makale
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Cilt numarası:
14
Sayı:
1
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Basım Tarihi:
2024
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Dergi Adı:
THE JOURNAL OF LANGUAGE TEACHING AND LEARNING
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Derginin Tarandığı İndeksler:
Emerging Sources Citation Index (ESCI), Communication & Mass Media Index, MLA - Modern Language Association Database
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Sayfa Sayıları:
ss.66-84
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Atatürk Üniversitesi Adresli:
Evet
Özet
© Associat
ion of Applied Linguistics. All rights reserved ISSN: 2146
-
1732
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 supervi
sors 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 impe
diments 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
© Associat
ion of Applied Linguistics. All rights reserved ISSN: 2146
-
1732
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 supervi
sors 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 impe
diments 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
© Associat
ion of Applied Linguistics. All rights reserved ISSN: 2146
-
1732
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 supervi
sors 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 impe
diments 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
© Associat
ion of Applied Linguistics. All rights reserved ISSN: 2146
-
1732
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 supervi
sors 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 impe
diments 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
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.