Postgraduate students’ perceptions of their academic reading and writing : a case of teachers studying at a Ghanaian university

Abstract

Students’ literacy levels, in particular their academic reading and writing, have been an area of concern in education for many years. Students who have high academic reading and writing proficiency are usually successful academically. A number of tertiary students have shown low literacy levels, which have had an impact on their academic performance. These students’ low literacy levels and, consequently, poor academic performances have led to high failure and attrition rates. To support students and improve their literacy levels and academic performance, a better understanding of their perceptions of academic reading and writing is important. This is particularly important for postgraduate students because the literacy demands at this level are more complex. The aim of the study was to determine how the cohort of postgraduate students at a university in Ghana, who are also teachers at the school level, perceive their academic reading and writing. In order to assist the postgraduate students with improving their own academic literacy, as well as their ability to assist their learners, the Language Centre, which provides academic language support to students at the institution, undertook the current study. A questionnaire on a Likert scale was used to collect data, which were analyzed to determine the students’ perceptions of their academic reading and writing. The results of the descriptive study showed that although the cohort of postgraduate students perceive themselves to be competent in some writing activities, they have rather low perceptions of their academic reading, particularly their reading of academic journal articles. The results indicate the need to revise the literacy support course and to include a reading component. Recommendations were made for a more tailored approach to improving the students’ academic reading and writing.