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题名: 英文論文寫作: 臺灣外籍研究生之比較個案研究
Learning to Write a Thesis: A Comparative Case Study of International Graduate Students in Taiwan
作者: Renta
倫塔
贡献者: NTOU:Institute of Applied English
國立臺灣海洋大學:應用英語研究所
关键词: 論文寫作;反饋;學生的感知;國際學生
thesis writing;feedback;students' perception;international students
日期: 2016
上传时间: 2019-01-29T02:34:39Z
摘要: ABSTRACT The number of international graduate students studying in Taiwan is growing rapidly from 3,935 in 2008 to 14,063 students in 2014 (Taiwan MOE, 2015). Among the international graduate students, most of them are neither native English speakers nor native Chinese speakers; on the other hand, their advisors are also non-native English speakers who use English as an additional language. As a result, when communicating with their advisors, the students may have difficulties understanding their advisors‟ feedback because of the language barriers. Comparing to abundant research on native English speaking advisors‟ feedback provision practice to international graduate students in the ESL context, less research has explored this issue in the EFL context. Therefore, this study explored the types of advisors‟ feedback in international graduate students‟ theses and students‟ perceptions on the feedback. Four Indonesian graduate students, three majoring in social sciences and the other one in natural sciences, and their Taiwanese advisors participated in this study. Data sources included two interviews with the students and the advisors, as well as written and oral records of the advisors‟ feedback in the students‟ thesis drafts. The results indicated that the four advisors concerned about their feedback on different aspects; two advisors focused on content because they viewed students‟ expertise in their fields as the most important, while the other two advisors mostly gave commentary on language as the students made more language errors. Furthermore, the advisors and advisees faced communication problems related to language during supervision, including problems with understanding of accent, insufficient English proficiency and knowledge in a specific field, and advisees‟ tendency of saying yes to respond to advisors. The results also showed that mismatched perceptions were found between the participants; the advisees viewed their advisors‟ feedback as insufficient, while the advisors regarded their feedback as sufficient. The results of the study lead to important pedagogical implications. First, advisors can review their own feedback practice from time to time in order to better meet students' different needs. Second, advisors and advisees need to openly discuss the students‟ specific needs to prevent any misunderstandings. In contexts like Taiwan, where international graduate students and advisors are both non-native English speakers, an exploration of how advisors give feedback to international graduate students may be highly essential to help advisors gain better understanding toward supervising international graduate students. Keywords: thesis writing, feedback, students‟ perception, international students
ABSTRACT The number of international graduate students studying in Taiwan is growing rapidly from 3,935 in 2008 to 14,063 students in 2014 (Taiwan MOE, 2015). Among the international graduate students, most of them are neither native English speakers nor native Chinese speakers; on the other hand, their advisors are also non-native English speakers who use English as an additional language. As a result, when communicating with their advisors, the students may have difficulties understanding their advisors‟ feedback because of the language barriers. Comparing to abundant research on native English speaking advisors‟ feedback provision practice to international graduate students in the ESL context, less research has explored this issue in the EFL context. Therefore, this study explored the types of advisors‟ feedback in international graduate students‟ theses and students‟ perceptions on the feedback. Four Indonesian graduate students, three majoring in social sciences and the other one in natural sciences, and their Taiwanese advisors participated in this study. Data sources included two interviews with the students and the advisors, as well as written and oral records of the advisors‟ feedback in the students‟ thesis drafts. The results indicated that the four advisors concerned about their feedback on different aspects; two advisors focused on content because they viewed students‟ expertise in their fields as the most important, while the other two advisors mostly gave commentary on language as the students made more language errors. Furthermore, the advisors and advisees faced communication problems related to language during supervision, including problems with understanding of accent, insufficient English proficiency and knowledge in a specific field, and advisees‟ tendency of saying yes to respond to advisors. The results also showed that mismatched perceptions were found between the participants; the advisees viewed their advisors‟ feedback as insufficient, while the advisors regarded their feedback as sufficient. The results of the study lead to important pedagogical implications. First, advisors can review their own feedback practice from time to time in order to better meet students' different needs. Second, advisors and advisees need to openly discuss the students‟ specific needs to prevent any misunderstandings. In contexts like Taiwan, where international graduate students and advisors are both non-native English speakers, an exploration of how advisors give feedback to international graduate students may be highly essential to help advisors gain better understanding toward supervising international graduate students. Keywords: thesis writing, feedback, students‟ perception, international students
URI: http://ethesys.lib.ntou.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=G001039D006.id
http://ntour.ntou.edu.tw:8080/ir/handle/987654321/52068
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