Reading and writing skills in higher education

Implications of the study

The value of this research lies in providing information on the lecturers’ perceptions and opinions not only on their students’ competence, daily performance and difficulties but also on the lecturers’ own performance as feedback providers, instructors and assessors.

These results can lead us to a wide discussion on the importance and implication of these skills for the students’ academic performance and achievement and on the role of the lecturers as promoters and facilitators not only of content knowledge but also of basic skills for lifelong learning and success.

We argue that academic discourse must be intensively taught to students who must share their perceptions and expectations on the writing aims and approaches through the development of specific interaction ways. On the other hand, lecturers who must make their writing expectations, opinions, demands and understandings explicit and accessible to students in order to help them to get acquainted with university writing skills. Lecturers must develop specific strategies to give effective feedback and intensive support to their students. Advice and specialised guidance should be encouraged and students’ participation in all kinds of support programmes should be a true priority for transitional experiences providing students with some help not only on writing proficiency but also on reading and study skills attainment.