Philosophiae Doctor - PhD / This study explores English academic writing in a Libyan university. The results show a
number of challenges and issues that Libyan university students experience in using
English for academic writing. The study suggests intervention procedures that may correct
students’ linguistic academic deficiencies. Using Gee (1999)’s D/discourse theory and
Bourdieu’s theory of habitus and field, which view writing as a social practice embedded
in social activities, the study takes a purely qualitative approach, presenting data
descriptions by both students and lecturers. The sample size of the investigation is eight –
four lecturers and four students. The data was collected mainly through classroom
observation, open-ended interviews and an analysis of students’ assignment essays.
The results indicate several areas of challenge for Libyan students with regard to academic
writing; a lack of adequate ‘scaffolding’, a lack of ample time spent on authentic practice,
and inappropriate immediate feedback. Findings also show a lack of teaching methods and
strategies that correct syntactical and morphological errors, and a lack of skills – research
skills. Further to this, results revealed a lack of synthesis and summary skills, referencing
skills – and a lack of confidence in tackling academic writing tasks. In addition, the lack
of appropriate materials to consult was a contributing factor, as was students’ social and
economic status.
The study calls for various interventions that may assist students to acquire academic
writing skills and hence develop a sense of confidence in taking on academic tasks.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:uwc/oai:etd.uwc.ac.za:11394/7356 |
| Date | January 2020 |
| Creators | Hadia, Gharnasa M |
| Contributors | Ndinga-Koumba-Binza, Hugues Steve |
| Publisher | University of the Western Cape |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Rights | University of the Western Cape |
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