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International graduate students in particular experience difficulties in disciplinary communication and research collaboration, and their self-perception of English proficiency frequently lags behind peers. A needs assessment at a large U.S. institution measured perceptions, needs, and behaviors, finding that partnership-related activities such as grant writing are especially challenging, leading to targeted pedagogical recommendations.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Perceived Needs andPedagogical Recommendations\n\nCompetency in written and oral communication is viewed as important for graduate students to becompelitive in academic and non-academic careers;however,writing and speaking supporl provided bygraduate institutions is often limited.International graduate students(IGSs)in particular facechallenges in disciplinary communicalion and research collaboration.To investigate the challengesIGSs face and inform pedagogical changes,a needs assessment was conducted al a large U.S.publicinstitution.An anonymous ouline survey designed to measure IGSs'perceptions of their currentwritlen and oral communicalion abilities,needs,and behaviors revealed thal aclivities involvingpartnership with faculty or peers,such as grant writing,were particularly challenging to IGSs.Weargue that collaboration with other graduale students and faculty plays a key role in advancing the skillsels of IGSs,and we provide several suggestions lo graduale inslruclors and program coordinators onhow to encourage IGSs'participation in such activities.  \nKeywords:U.S.International Graduate Students,ESL Education,Graduate Student Writing,Graduate StudentCommunication,Needs Assessment  \nInlroduction  \nOne of the main objectives ofany graduate program is to enhance students'career-and workplace-related skillsin order to ensure their future success as scholars,practitioners,and educators.It is important for graduate schoolsto foster students'communication abilities,such as scholarly writing and presentation skills.Competency in theseareas is viewed as distinctly important in order for students to be competitive in academic and non-academic careers(Bridgstock,2009;Jackson,2009;Robles,2012).However,graduate research writing in particular is often overlookedas a required training for graduate students in United States institutions(Badenhorst,Moloney,Rosales,Dyer,&Ru,2015).For example,docloral sludentl interviews regarding their wriling experiences indicaled thal sludents'advisorsoften perceive writing as “common sense”(Starke-Meyerring,2011);thus,little to no targeted writing instruction isoften provided to students.Additionally,many students report feeling unsure about how to communicate throughtheir writing because they learn more through trial and error processes rather than formal writing educationalexperiences(Maringe &Jenkins,2015;Starke-Meyerring,2011).This inconsistency between the importance ofpossessing strong communication traits and graduate students'needs or weaknesses in these areas places aresponsibility on graduate institutions to be more intentional in better preparing graduate students with effectivecommunication skills training to support their scholarly and career pursuits.  \nThis gap bectween the levcl of written and oral communication skills necded to obtain cmployment and graduatcstudents'posscssion of these skills is often more apparent within the United States'international graduate student  \npopulation(Badenhorst et al.,2015;Druschke et al.,2018).Although this gap has not been widely researched,it isevident in international graduate students'self-perception ratings of their English proficiency,which are often lowerthan those of the average graduate student(Xu,1991).International graduate students may face additional difficultywith their written and oral communication abilities due to their need to learn the conventions and style of Englishused in the United States.For example,international graduate students often struggle with their professors'expectations,which usually include writing in a more direct manner than the writing styles expressed in their homecountries (Wu,Garza,&Guzman,2015).However,international graduate students'English writing abilities havebeen found to significantly predict their academic performance(Li,Chen,&Duanmu,2010;Stephen,Welman,&Jordaan,2004).This highlights the importance ofidentifying ","cbCaidtTQyt76xNc","https://ap.wps.com/l/cbCaidtTQyt76xNc","pdf",380549,12,"English","# International Graduate Students' Written and Oral Communication Needs\n## Introduction\n## International Graduate Students' Written and Oral Communication Needs","[{\"question\":\"What problem does the paper address for international graduate students?\",\"answer\":\"The paper addresses limited institutional support for written and oral communication, and the additional challenges international graduate students face in disciplinary communication, research collaboration, and meeting U.S. communication conventions.\"},{\"question\":\"How was the study conducted to identify students’ communication needs?\",\"answer\":\"A needs assessment was conducted at a large U.S. public institution using an anonymous outline survey to measure international graduate students’ perceptions of their abilities, needs, and behaviors.\"},{\"question\":\"Which activities were reported as particularly challenging?\",\"answer\":\"Activities involving partnership with faculty or peers, such as grant writing, were found to be particularly challenging for international graduate students.\"}]","Enhancing International Graduate Students' Written and Oral Communication - A Discussion of Their Perceived Needs and Pedagogical Recommendations | PDF",1792086629]