Description
This doctoral dissertation explores university students' perceptions and abilities in academic writing and language in a multilingual English as a Medium of Instruction (EMI) context at a Finnish university. It comprises three part-studies using a mixed-method approach. The first study examines first-year students' self-efficacy in academic writing and English language self-concept through learning journals, revealing a wide spectrum of beliefs and experiences influenced by previous education and the current EMI environment. The second study investigates master’s thesis writers' conceptions of thesis writing, approaches to writing, experiences in the thesis as a teaching and learning environment, and the impact on thesis grades, identifying three distinct groups of writers with varying degrees of success and challenges. The third study focuses on master’s thesis writers’ conceptions of writing, apprehension about grammar, self-efficacy in thesis writing, and thesis grades, highlighting the influence of writing conceptions on academic performance, regardless of whether English is a first or second language. This dissertation provides new insights into the linguistic and writing challenges faced by university students in an EMI context and suggests the need for tailored pedagogical support and policy reevaluation to enhance academic literacy in English.| Period | 22 Feb 2024 |
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| Examinee | Laura Mendoza |
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| Degree of Recognition | International |