Lisansüstü Öğrencilerin Akademik Yazma Öz-Yeterliliklerine İlişkin Değerlendirmeleria
Graduate Students’ Reflections on Their Academic Writing Self-Efficacy

Summary/Abstract: Academic writing ability affects the performance of individuals at various educational levels, such as exams, assignments, and scientific research skills. Considering the purpose of academic writing in the context of university education, it is often the case that what needs to be explained in terms of content and form is presented in absolute rules and ways. Academic writing skill, a key parameter for academic and professional success, involves not only following rules and codes but also cognitive skills to meet the complex demands of the task. Although students are expected to possess academic writing skills that they need to frequently refer to both in their graduate coursework and in their scientific work, this critical yet challenging skill has not been in the research focus until recently. Aiming to examine graduate students' perceptions of their self-efficacy in academic writing in depth, this study adopted a phenomenological design from qualitative research approaches. Data were collected through interviews and content analysis method was used to analyse qualitative data. In this direction, 8 graduate students continuing their education at a state university in Istanbul were interviewed and 1 theme was reached as a result of the analysis of the data. There were 3 categories under this theme. These were respectively determined as 'Areas felt to be adequate', 'Areas felt to be inadequate' and 'Suggestions'. This study has tried to present a meaningful picture showing how strong or weak students perceive themselves in academic writing by identifying the problems encountered in academic writing and what can be done to strengthen the areas that are considered inadequate.

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