A rationale for scientific writing course in English for Graduate Science students at Faculty of Science, Mahidol University

Abstract

This study was conducted at Faculty of Science, Mahidol University, aiming at analyzing the structures of SERP writing in English, and investigating the students needs and problems in using certain micro language skills in academic science studies. Ultimately, the information obtained would be used as a basis for proposing an English Scientific (EST) Writing course for graduate students at Faculty of Science, Mahidol University. Altogether, 188 subjects (117 graduate science students who were either in their first or second academic year from eight science majors, and 71 science lecturers from six different science fields) were surveyed. The instruments used for this study were two different sets of self - administered questionnaires, which were constructed by examining some previous research, interviewing some graduate science students and science lecturers, and discussing with the researchers advisors. After being revised by following the advisors suggestion, the questionnaires were tested on 30 graduate science students, and 10 science lecturers. The questionnaires were afterwards verified for their content validity and reliability by using CRONBACHS ALPHA COEFFICIENT, for which the one designed for the graduate science students had the alpha reliability coefficient of .906, whereas the alpha reliability coefficient of the questionnaire prepared for the science lecturers was equal .807. Then the final draft of the questionnaires were distributed to the subjects. The information obtained from the questionnaires was later analyzed and interpreted by using the most commonly available package programme SPSS - THE STATISTICAL PACKAGE FOR THE SOCIAL SCIENCES. The results of the study showed that there were some correlations between responses regarding subjects needs and problems in using English writing, and their attitudes towards the study of EST writing. English writing was not only identified as the most important but also as the most difficult skill in academic studies. Moreover, several English writing micro ;