Tag Archives: Research Writing

Negative Impact of Online Resources on Research Writing from Teachers’ and Students’ perspective, at King Khalid University: A case study of 4th year students, in the Department of English Language, College of Science and Arts, King Khalid University, Tanumah Branch (Published)

This paper aims to examine qualitatively and quantitatively the use of deixis in a political speech, guided by Halliday’s (1985/1994) Systemic Functional Grammar theory of language. The data examined here is a message delivered, on 10 February 2019, by the President of the Republic of Cameroon to the youth of his country, on the commemoration of the 53rd edition of the country’s National Youth Day. The message, in its English version, is retrieved from the official website of the Presidency of the Republic of Cameroon. Specifically, the study sets out to determine the different types of deictic resources used by Paul Biya in his message to the Cameroonian youth, and the frequencies of Paul Biya’s usage of these deictic resources in this political speech. The study reveals that Paul Biya employed different types of deictic resources including 103 personal deixis (52.2 %), 17 spatial deixis (9.4%), 21 temporal deixis (11.7%), 30 social deixis (16.7%), and 8 discourse deixis (10%). In terms of frequency of usage of these deictic resources, the study also revealed that personal deixis were the most used category of deixis in President Paul Biya’s message to the Cameroonian youth and suggested that this reflects the President’s power and dominance over his audience, but also his desire to involve this audience in his decisions, as a sign of his sensitivity towards them.

Keywords: Research Writing, Students, Tanumah, Teachers, king Khalid University, online resources

Selected Variables Influencing Undergraduate Students’ Attitude toward Educational Research Writing In University Of Port Hacourt, Rivers State, Nigeria (Published)

The study investigated selected variables influencing undergraduate students’ attitude toward educational research writing in Faculty of Education, University of Port Harcourt. Four research questions and three hypotheses tested at 0.05 alpha level guided the study. The study adopted an ex-post facto research design. A sample of 561 final year undergraduate students was drawn from the population through stratified random sampling technique based on the six departments of the Faculty. The four instruments used for data collection were Research self-concept Scale (RSS); Research Anxiety Scale (RAS), Research Achievement Motivation Scale (RAMS) and Research Attitude Questionnaire (RAQ). These were validated by experts in Educational Psychology, measurement and evaluation. The reliability coefficients of RSS, RAS, RAMS and RAQ were 0.72, 0.69, 0.81 and 0.76 respectively which were determined through Cronbach Alpha technique for internal consistency of the instruments. Data collected were analyzed using mean, standard deviation and t-test of independent sample means. The results revealed that self-concept, research anxiety and achievement motivation significantly influence attitude of undergraduate students toward educational research writing. Based on these results, recommendations were made including that school guidance counselors should endeavour to counsel students with low self-concept, low achievement motivation and high anxiety pertaining their academic progress especially in educational research writing.

Keywords: Achievement Motivation., Anxiety, Education, Research Writing, Self-Concept, attitude