Jun 2026· Doğu Dilleri Dergisi· Vol 11, pp. 1-19· 0 citations· 25 references
Abstract
This study examines the academic writing challenges and levels of academic integrity awareness among undergraduate students in Japanese Studies (also referred to as Japanology in some contexts). A survey with quantitative and qualitative components approach was used, employing an online questionnaire with closed-ended and open-ended questions. Data were collected from 138 undergraduate students across 14 Japanese studies programs in 11 ETINED countries representing the Eurasian region with an international profile between January and June 2023. Findings reveal that while students recognize certain forms of academic misconduct, their overall understanding of academic integrity remains limited. Japanology curricula appear to place greater emphasis on language acquisition and cultural studies, while technical academic writing seems to receive comparatively less attention. Survey responses suggest that students experience additional challenges related to time constraints, language complexity, limited exposure to Japanese, and sociocultural factors, which they report as contributing to difficulties in developing writing proficiency and increased writing-related anxiety. To address these issues, this study proposes a data informed Multi-Level Framework to enhance academic writing skills and integrity awareness. The framework targets (1) technical writing competence, (2) behavioral awareness of misconduct, and (3) conceptual understanding of academic integrity, fostering a sustainable integrity culture in Japanese language education. This research highlights key gaps in Japanology education and offers insights to improve curricula and institutional practice.
This study investigated the academic writing proficiency and publication-related challenges of EFL graduate students from three state universities in the southern region of Sumatra, Indonesia. The study employed a quantitative descriptive design involving 84 graduate students enrolled in the Master's Program in English Education. Data were collected through an academic writing proficiency test and a Likert-scale questionnaire and were analyzed using descriptive statistics. The findings revealed that the students’ academic writing proficiency was generally at a moderate level, with mean scores of 67.51, 77.38, and 77.00 across the three universities. The questionnaire results indicated that students encountered considerable challenges in publication-oriented academic writing, particularly in grammar, paraphrasing, analytical writing, coherence development, citation and referencing practices, and identifying reputable journals for publication. Grammatical difficulties emerged as the most dominant challenge across the three universities. In addition, the students demonstrated weaknesses in applying APA 7th citation conventions, evaluating academic sources, and constructing analytical arguments and developing research novelty. These findings suggest a mismatch between the increasing institutional expectations for scholarly publication and graduate students’ actual readiness for publication-oriented writing. The study concludes that success in academic publication requires not only English proficiency but also rhetorical competence, critical thinking skills, and publication literacy. Therefore, universities should strengthen academic writing instruction and provide structured support in paraphrasing, analytical writing, citation management, and scholarly publication practices to better prepare graduate students for academic publishing.
E. Eryansyah, R. Inderawati, I. Petrus et al.· World Journal of English Lan...· 0 citations
Writing development constitutes an essential component of academic success in higher education, as students are expected to demonstrate increasing control over organisation, grammar, vocabulary, coherence, and mechanics throughout their academic careers. Yet, understanding how writing develops remains a complex issue. The present study aims to investigate the development of writing with special reference to Moroccan university undergraduate students. One hundred and twenty-three university students from Sultan Moulay Slimane University in Morocco participated in the current study. A mixed-methods design was adopted, combining students’ questionnaire responses and analysis of actual written texts. The questionnaire explored students’ perceptions and writing-related practices, whereas the written letters were analysed both quantitatively and qualitatively, particularly in terms of several writing dimensions. The findings indicated both similarities and differences were observed across several dimensions, suggesting that writing may not develop across academic levels. While certain aspects appeared to show improvement, others remained relatively stable or uneven across second-year and third-year students. The study contributes to the understanding of writing development in Moroccan higher education and highlights the need for instructional practices that support sustained writing improvement across academic levels.
Widad Elfiraoui· International Journal of Lan...· 0 citations
This paper investigates how a Structured Academic Controversy (SAC) approach can support English learners (ELs) with below-grade-level English proficiency in meeting rigorous national social studies standards. In a case study, three high school ELs in a U.S. History class wrote protest letters to President Franklin D. Roosevelt about the World War II Japanese American internment (Executive Order 9066). Prior to writing, students analyzed primary sources using guiding questions to consider multiple perspectives. Analysis of the letters revealed evidence of four National Council for the Social Studies (NCSS) thematic standards (Themes 1, 2, 5, and 10), while focus group interviews showed student awareness of two of the same themes (Themes 2 and 5) and one additional theme (Theme 6). These findings suggest that SAC enabled ELs to access rigorous content while addressing NCSS standards. A key benefit of SAC was the development of critical thinking and communication skills essential for democratic participation. The SAC process also afforded ELs meaningful opportunities to produce authentic writing that demonstrated engagement with high-level social studies concepts and civic reasoning.
C. Brown, S. Waters, W. Russell· Research in Social Sciences...· 0 citations
S sustaining academic integrity in AI-mediated writing requires balancing technological innovation with ethical instruction, authentic assessment, and values formation, and the study concludes that sustaining academic integrity in AI-mediated writing requires balancing technological innovation with ethical instruction, authentic assessment, and values formation.
Jimboy Baldesco, Louie Mark G. Garvida· Psychology and Education: A...· 0 citations
In recent decades, writing development and audience awareness have received increased attention in education settings. Yet, the challenges faced by Moroccan university students in writing development and audience awareness have not yet closely investigated in the context of Moroccan Higher education. To address these gaps, the present study examines the challenges encountered by Moroccan university students in developing their writing and addressing audience awareness as perceived by both students and teachers. A total number of one hundred and twenty-three university students and eight professors from Sultan Moulay Slimane university in Morocco participated in the current study. Quantitative data were collected by completing a questionnaire, while qualitative data were collected through semi-structured interviews. The participants consisted of second-year and third-year students. The participants expressed their perceptions and described their experiences with the challenges related to writing development and audience awareness. The findings reveal that students experience difficulties in developing both linguistic and rhetorical features of writing. The study also indicates that writing instruction in the university context does not adequately emphasize writing development and audience consideration in writing. It highlights the need for pedagogical practices that help overcome the challenges, enhance writing, and integrate audience-focused writing tasks in the classroom.
Widad Elfiraoui· Journal of English language...· 0 citations
Writing anxiety is a persistent affective barrier that undermines the writing performance and academic achievement of English as a Second Language (ESL) learners. While numerous studies have examined this phenomenon in the Philippine context, findings remain dispersed across educational levels and research settings. This scoping review sought to consolidate the existing literature on writing anxiety among Filipino ESL learners published between 2013 and 2025 by identifying the educational levels most frequently studied, the dominant dimensions of writing anxiety, methodological patterns, contributing and mitigating factors, and research gaps. Guided by the Arksey and O’Malley (2005) framework and reported in line with PRISMA-ScR guidelines, the review systematically searched Google Scholar, ERIC, ResearchGate, Philippine E-Journals, and other open-access databases. Of the 67 records identified, 10 empirical studies met the inclusion criteria and were analyzed. Results showed that research has concentrated on senior high school students (50%), followed by tertiary (30%) and junior high school learners (20%). Cognitive anxiety—marked by fear of failure, negative evaluation, and concern over writing performance—emerged as the most prevalent dimension, while somatic anxiety and avoidance behaviors appeared less frequently. Most studies employed quantitative descriptive-correlational designs and utilized Cheng’s Second Language Writing Anxiety Inventory (SLWAI) as the primary instrument. The review further highlighted linguistic challenges, fear of evaluation, classroom pressure, and socioeconomic status as major contributors to writing anxiety, whereas explicit writing instruction, supportive teacher communication, writing self-efficacy, and collaborative learning strategies were found to reduce anxiety. Despite the expanding body of literature, notable gaps persist, particularly the limited focus on junior high school learners, the scarcity of longitudinal and intervention-based studies, and the reliance on cross-sectional quantitative methods. These findings provide a comprehensive synthesis of current evidence and offer valuable implications for ESL pedagogy, curriculum development, language policy, and future research aimed at fostering supportive learning environments that alleviate writing anxiety and strengthen learners’ writing competence.
J. C. Ogana, L. J. B. Caluza· Indonesian Journal of Educat...· 0 citations