| Summary: | Following the observation that a large number of postgraduate students may not possess an adequate level of academic language ability to complete their studies successfully, this study investigates postgraduate students’ strengths and weaknesses in academic literacy, with a specific focus on academic writing. By performing a diagnostic analysis of the results of the Test of Academic Literacy for Postgraduate Students (TALPS), the study identifies specific areas of academic literacy with which students struggle. A quantitative analysis of the multiple-choice sections, as well as a qualitative analysis of the essay question of the test, indicates that students primarily struggle with structuring an argument. These findings can inform modifications in the design of TALPS and similar tests.
|
|---|