voice matters students struggle to find voice

Introduction to Academic Voice

Writing academically is cognitively and linguistically demanding, requiring clarity of argument and the presence of a personal voice.
Students often struggle to balance their own positions with existing theories when writing in a non-native language.
Many have poor preparation from their school systems, lacking exposure to academic writing and understanding of genre demands.
Schools often emphasize fixed knowledge and memorization over critical engagement and exploration of ideas.

Students face difficulties in understanding the academic language conventions across different subjects.
Although some lecturers stress the importance of voice, they often overlook providing practical opportunities for students to practice this in academic settings.

The study focuses on BEd students' experiences with assessments, reflecting on their struggles with voice and understanding assessment's purpose.
Many students perceive assessment as mere testing for marks rather than a learning opportunity, leading to a fixed view of knowledge.

Effective reading is crucial for developing voice, enabling connections between texts and academic writing.
Assumptions about students naturally finding their voice after exposure to academic writing neglect the real struggles they face.

Students express that assessments are mainly for passing rather than learning, impacting their engagement and understanding of deeper concepts.
Low achievers equate assessment with certification rather than understanding, viewing it as a summative activity.

Low self-efficacy among students strengthens their frustration and withdrawal from coursework, associating poor feedback with a lack of personal capability.
High self-efficacy students demonstrate better confidence and understanding of assessment's role in learning.

Many students struggle to adapt to academic writing genres, feeling disconnected from the style and substance required.
Students often misunderstand the role of vocabulary in academic writing, believing complexity directly equates to quality.

A major challenge is incorporating personal voice while engaging critically with existing literature and theory.
Confusion surrounds the balance between personal interpretation and adherence to academic conventions, leading to struggles with plagiarism and originality.

Encourage lecturer participation in professional development for better pedagogical strategies focusing on academic writing instruction.
Promote a deeper understanding of critical thinking in assessment practices.
Create a supportive environment where students feel empowered to express their voices confidently and understand the content requirements in academic settings.