Teaching to write an academic research paper through collaborative revision: The students’ perceptions

Authors

  • Mariona Corcelles Universitat Ramon Llull
  • Maribel Cano Universitat Ramon Llull
  • Paula Mayoral Universitat Ramon Llull
  • Montserrat Castelló Universitat Ramon Llull

Keywords:

Undergraduate thesis, academic research writing, academic research article, teaching writing, collaborative peer review, higher education

Abstract

Writing an academic research paper (ARP) based on the undergraduate thesis (UT) can be very difficult without an educational intervention specifically designed for this purpose. In this study, we describe a proposal of teaching academic research writing based on collaborative peer review and analyze students’ perceptions of their writing process and the writing intervention itself. One survey was administered during and after the ARP writing to 48 students in the fourth grade of teaching education. Results showed that most of the students perceived writing an ARP as a tool to engage in their professional community and to develop their role as teacher-researcher, although it was also considered as a complex activity whose development led to feelings of satisfaction as well as anxiety. The lack of awareness about the ARP, the research process as well as time management were perceived as the main difficulties. From the students’ perceptions, the collaborative peer review and the assistance provided during the educational intervention contributed to overcome difficulties and promoted their learning of academic research writing

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Published

2017-11-29

How to Cite

Corcelles, M., Cano, M., Mayoral, P., & Castelló, M. (2017). Teaching to write an academic research paper through collaborative revision: The students’ perceptions. Revista Signos. Estudios De Lingüística, 50(95). Retrieved from https://revistasignos.cl/index.php/signos/article/view/132

Issue

Vol. 50 No. 95 (2017): December

Section

Articles

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