Iraqi graduate students' perceptions of academic writing in the STEM fields
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The purpose of this study is to examine Iraqi multilingual graduate PhD STEM students' experiences and perceptions of their academic writing. In this study I explore the following areas: a) Experiences that shaped multilingual STEM students' thinking about academic writing; b) Strategies students use to help improve their writing skills; and c) Factors influencing multilingual STEM students' identity as writers. Qualitative intrinsic case study is the methodology approach that guided this study. The study consists of multiple bounded cases of four participants studying in a doctoral program in the STEM fields at an R1 Midwest university during the 2019 fall and 2020 spring semesters. I used White and Marsh's (2006) procedures of qualitative content analysis to analyze the data from the four participants. The findings show: a) students' past and present experiences with academic writing instruction impact their writing development; b) students' academic writing improves when positive and constructive feedback is provided; c) writing across disciplines leads to unique challenges; d) students created their own writing style through reading and using model papers; e) being multilingual helps students think in their native language and write in English; and f) writing within an academic discipline influences how students think about themselves as writers. The study shows some of the writing challenges the Iraqi students faced during their program. This includes challenges with writing across disciplines and challenges with some writing elements such as vocabulary and development of ideas. The study also presents implications and recommendations for college advisors, graduate departments, and campus Intensive English programs, including creating a positive work atmosphere as crucial for students' learning success. In addition, providing graduate students with academic writing classes and writing workshops helps improve their writing skills.
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Ph. D.