Akosile, S. S., & Ige, M. O., & Abiri, T., & Abiodun, P. O., & Owolabi, O. A. (2025, June), Perception and Adaptation of First-Year International Graduate Students Towards Academic Writing: A Case Study at a School of Engineering  Paper presented at 2025 ASEE Annual Conference & Exposition , Montreal, Quebec, Canada . https://peer.asee.org/57033

\bibitem{asee_peer_57033}
  Akosile, S. S., \& Ige, M. O., \& Abiri, T., \& Abiodun, P. O., \& Owolabi, O. A. (2025, June), \emph{Perception and Adaptation of First-Year International Graduate Students Towards Academic Writing: A Case Study at a School of Engineering}
  Paper presented at 2025 ASEE Annual Conference \& Exposition , Montreal, Quebec, Canada .
  https://peer.asee.org/57033

Samuel Sola Akosile, Michael Oluwafemi Ige, Tolulope Abiri, Pelumi Olaitan Abiodun, and Oludare Adegbola Owolabi P.E..  "Perception and Adaptation of First-Year International Graduate Students Towards Academic Writing: A Case Study at a School of Engineering".  2025 ASEE Annual Conference & Exposition , Montreal, Quebec, Canada , 2025, June.  ASEE Conferences, 2025.  https://peer.asee.org/57033 Internet.  19 Aug, 2025

\bibitem{asee_peer_57033}
  Samuel Sola Akosile, Michael Oluwafemi Ige, Tolulope Abiri, Pelumi Olaitan Abiodun, and Oludare Adegbola Owolabi P.E..
  "Perception and Adaptation of First-Year International Graduate Students Towards Academic Writing: A Case Study at a School of Engineering".
  \emph{2025 ASEE Annual Conference \& Exposition , Montreal, Quebec, Canada , 2025, June}.
  ASEE Conferences, 2025.
  https://peer.asee.org/57033 Internet.  19 Aug, 2025

@INPROCEEDINGS{asee_peer_57033
author = "Samuel Sola Akosile, Michael Oluwafemi Ige, Tolulope Abiri, Pelumi Olaitan Abiodun, and Oludare Adegbola Owolabi P.E."
title = "Perception and Adaptation of First-Year International Graduate Students Towards Academic Writing: A Case Study at a School of Engineering"
booktitle = "2025 ASEE Annual Conference \& Exposition "
year = "2025"
month = "June"
address = "Montreal, Quebec, Canada "
publisher = "ASEE Conferences"
note = {https://peer.asee.org/57033}
}

TY  - CPAPER
AB  - International graduate students (IGS) encounter a few challenges in academic writing during their first semesters in the United States. These difficulties encompass language barriers, cultural variances, and a lack of familiarity with academic norms. This research investigates the perception and adaptation of first-year IGS in engineering at a historically black college and university (HBCU). The study adopted a mixed-methods design, combining quantitative findings from an Academic Literacy Questionnaire (ALQ) utilizing the Academic Literacies Framework and with qualitative data collected from interviews with only ten participants. The questionnaire examines the obstacles in academic writing, while the interviews offer comprehensive insights into adaptive strategies. Quantitative findings were analyzed using Statistical Package for the Social Sciences (SPSS) at a significance level of 95 % confidence level to determine descriptive and inferential statistics. At the same time, thematic analysis was utilized for the qualitative data to reveal periodic themes and distinctive strategies used by the participants. Results showed that participants struggled with writing methodology, logically integrating information, and articulating their ideas effectively. Despite these challenges, they implemented various adaptive techniques, including reviewing prior literature, utilizing online platforms like ResearchGate and YouTube, working with peers and mentors, enrolling in formal writing courses, and employing AI tools to enhance grammar and structure. External motivation, such as awards and prizes, and maintaining supportive work environments, was also noted as a crucial influence. The study concluded that institutional support plays a critical role in mitigating these challenges. Suggested improvements include writing programs, availability of academic resources, opportunities for peer collaboration, incorporation of AI tools, and establishment of supportive learning environments. These initiatives can significantly enrich the academic writing skills of IGS, ultimately enhancing their academic performance, retention, and success in their chosen fields.
AU  - Samuel Sola Akosile
AU  - Michael Oluwafemi Ige
AU  - Tolulope Abiri
AU  - Pelumi Olaitan Abiodun
AU  - Oludare Adegbola Owolabi P.E.
CY  - Montreal, Quebec, Canada 
DA  - 2025/06/22
PB  - ASEE Conferences
TI  - Perception and Adaptation of First-Year International Graduate Students Towards Academic Writing: A Case Study at a School of Engineering
UR  - https://peer.asee.org/57033
ER  -