Babakova T., Dobrinina O., Yusupova L. CHALLENGES AND DEVELOPMENT PROSPECTS FOR ACADEMIC WRITING AT A REGIONAL UNIVERSITY. LIFELONG EDUCATION: The 21st Century.
2024. № 3 (47). DOI: 10.15393/j5.art.2024.9686


Issue 3 (47)

Lifelong learning in the modern world: the research and design methodology
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CHALLENGES AND DEVELOPMENT PROSPECTS FOR ACADEMIC WRITING AT A REGIONAL UNIVERSITY

Babakova Tatiana A.
Doctor of Pedagogical Sciences, Professor, Department of Theory and Methodology of General and Vocational Education, Institute of Pedagogy and Psychology
Petrozavodsk State University
(Petrozavodsk, Russian Federation)
babakova@petrsu.ru
Dobrinina Oksana L.
PhD in Pedagogy, Associate Professor
-
(Petrozavodsk, Russian Federation)
oksdobr@mail.ru
Yusupova Liliya N.
Senior Lecturer of the Department of Foreign Languages and Russian as a Foreign Language for Medical Specialties
Petrozavodsk State University
(Petrozavodsk, Russian Federation)
english.tutor.lnyusupova@gmail.com
Keywords:
academic literacy
academic writing
regional university
questionnaire survey.		 Abstract: the article studies the specific challenges related to the development of academic writing at a regional university, using Petrozavodsk State University as a case study. The discussion is based on an analysis of survey results involving key participants in the university's educational process, administration representatives, faculty, and students (master's and postgraduate students including). Academic writing is regarded as a vital element in the development of students' academic literacy, encompassing methodological, logical, linguistic, and publication competencies. The aim of the study is to confirm or reject the hypothesis regarding the systematic implementation of academic writing in the university, identifying the problems and real perspectives in this aspect of higher education. The questioning of administration representatives and faculty revealed that the university's educational programs occasionally include academic writing disciplines, but specialized courses and seminars focused on course work and final projects are more prevalent. Notably, experience in researching and formatting relevant texts is gained primarily through academic mentors and self-study. Both the faculty members and students agreed this experience was not enough to write scientific articles and abstracts in Russian and English. The survey also highlighted the difficulties faced by the faculty members and students in crafting scientific texts, pinpointing issues related to the logical structure of scientific texts and academic writing style. Consequently, the study concludes about the necessity of systematic work on teaching academic writing to university students in both Russian and English and improving the relevant training of teachers in this area. In the end, the authors of the article propose a modular approach to developing students' academic literacy as a realistic prospect for advancing academic writing within the university's programs, given the current situation in education and the shortage of academic writing teachers.
Paper submitted on: 08/15/2024; Accepted on: 08/28/2024; Published online on: 09/26/2024.

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DOI: http://dx.doi.org/10.15393/j5.art.2024.9686