Peer feedback can be an effective learning aid. However, providing peer feedback so that it is used by the receiver, is very difficult. Adding feedback requests to the peer feedback process may improve the quality of peer feedback. However, little is known about how feedback requests affect peer feedback responses. In this study, fifty-four…

This study introduces and validates the artificial intelligence anxiety scale (AIAS), a novel instrument designed to measure researchers' anxieties when employing artificial intelligence (AI) tools in academic writing. As AI technologies rapidly infiltrate scholarly work, however, the primary concern grows about their ethical implications, impact…

Depending on the nature of comments made during peer review of academic writing, students may be able to evaluate and revise their performance. Therefore, it is essential to explore how the content of comments affects student writing. Since peer review is a process of interaction, it is critical to understand how comments affect student academic…

Though essential for graduate students' success, academic writing remains complex for a variety of reasons. Lack of institutional support and non-transparent writing practices leave graduate students in education to depend on the support of their academic supervisors. The aim of this paper is to familiarize graduate students with the genre of…

Background/purpose: This study aims to describe the research performance, competency levels, and information-seeking skills of graduate school writers, and to examine whether these skills significantly correlate with research performance. It also aims to identify which specific aspects of competency and information-seeking skills most strongly…

Writing is important for science, technology, engineering, and math (STEM) graduate students to achieve milestones within their programs and for their future career aspirations. However, although STEM graduate students engage in a variety of academic writing activities in their time as doctoral students, writing development has not always been a…

Recent years have witnessed a growing application of generative artificial intelligence (GenAI) technology in writing instruction. Students should mobilise their metacognitive strategies during this endeavour to maximise the benefits of GenAI while avoiding the potential negative impacts. Within the context of tertiary education in Hong Kong, this…

Due to globalization, English as a medium of instruction (EMI) has gained popularity in higher education. While EMI is mostly adopted in content courses, content instructors may explicitly or implicitly attend to language to help students comprehend course content. However, little research has explored how content instructors provide language…

Despite a surge of research interest in feedback engagement in higher education, postgraduate students' engagement with multiple sources of feedback in the context of academic writing is understudied. Informed by the notion of feedback literacy, we explore how Chinese postgraduate students perceive and engage with automated, peer and teacher…

Postsession narrative notes written by professional tutors in a health sciences university writing center had never been analyzed to identify the most common elements noted as subpar in graduate students' scholarly writing. The purpose of this basic qualitative study was to examine these notes to identify the most common elements noted as subpar…

With the growing integration of artificial intelligence (AI) tools into academic writing, especially in second language (L2) contexts, there is a pressing need to understand how disciplinary background and AI-mediated environments shape students' writing strategies. Grounded in Activity Theory, this study investigates the academic writing…

Dynamic assessment (DA) integrates assessment and instruction between the instructor and learners. It emphasizes the learning process. DA was introduced to 24 undergraduates and 9 graduate students in two academic writing courses in Taiwan. The analysis of the pre- and post-tests, writing portfolios, observations, and interviews reached the…

In this theoretical paper we explore the authorial voice of black African postgraduate students in their writing and scholarship experience. This includes investigating the undergirding factors that need to be interrogated when it comes to the student-supervisor relationship. Some (if not most) black African postgraduate students experience…

This book seeks to disrupt the narrative about the process of academic writing and the written products which are currently valued in the university by juxtaposing the messiness and deletions of the writing process with the hegemonic imaginary of what research writing "should" look like. The author uses writing as both a subject and a…

This study explores the decolonial potential of Chinese bilingual postgraduate students' translanguaging practices in English academic writing. It investigates the ways that students enact translanguaging to delink from monolingual standard English norms and integrate their authentic bilingual voices in the writing process. A case study was…