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Journal articles on the topic 'Academic English'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 January 2023

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1

Ventola, Eija. "Finnish writers' academic English." Functions of Language 1, no. 2 (January 1, 1994): 261–93. http://dx.doi.org/10.1075/fol.1.2.05ven.

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The paper illustrates how many Finnish writers tend to have difficulties coding references to text participants appropriately in their English texts. When organising their texts thematically, Finnish writers also appear to apply thematic patterns which are not typical of English texts. In addition, Finnish writers do not seem to utilise the possibilities of the interplay between the REFERENCE and THEME systems at their textual optimum. The insights into the textual analysis of FL-scientific writing presented here may prove useful when applied linguists are facing the challenge of designing courses for academic writing in a foreign language, courses which will develop learners' consciousness and linguistic skills in organising information in texts in a way which is referentially and thematically cohesive.

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Murphy, Amanda C. "English for Academic Purposes." System 53 (October 2015): 167–68. http://dx.doi.org/10.1016/j.system.2015.07.011.

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Shaw, Philip. "English for academic purposes." English for Specific Purposes 20, no. 2 (2001): 197–200. http://dx.doi.org/10.1016/s0889-4906(00)00017-x.

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4

OAKEY, DAVID. "Excel at Academic English." ReCALL 12, no. 2 (November 2000): 221–22. http://dx.doi.org/10.1017/s0958344000230929.

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5

Flowerdew, John. "English for academic purposes." Journal of English for Academic Purposes 20 (December 2015): 56–57. http://dx.doi.org/10.1016/j.jeap.2015.05.010.

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6

Zeiny, Esmaeil. "Academic Imperialism." Asian Journal of Social Science 47, no. 1 (March 12, 2019): 88–109. http://dx.doi.org/10.1163/15685314-04701005.

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Abstract When the disintegration of Western colonies in Africa and Asia ended the formal colonialism, the structures of dependency remained intact and were mushroomed to other countries in the region. One such dependency is academic dependency in which universities in much of Asia and Africa follow the curricula introduced in the colonial era. Although scholars put a great deal of efforts in challenging this academic imperialism, this dependency has been promoted by departments such as Department of English. Whereas “World Literature in English” or “Literary Studies” is gaining momentum around the world, the English literature programmes in Iranian universities are celebrating the Anglo-American canonical literature. By drawing on Syed Hussein Alatas’ concepts of “academic dependency,” this paper examines how the English literature programmes in Iran are promoting academic imperialism, which prompts the urgency of decolonisation of English literature. It also reveals how this decolonisation can be taken to its ultimate conclusion.

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Xie, Jianping. "Chinese MAs’ Evaluation in English Academic Writing: A Student-oriented Perspective." Journal of Language Teaching and Research 11, no. 5 (September 1, 2020): 739. http://dx.doi.org/10.17507/jltr.1105.08.

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Though it is well acknowledged in the academia that constructing authorial evaluation is important in English academic writing, L2 novice writers’ views of and attitudes towards evaluation, which can help to understand their problematic evaluation demonstration in English academic writing, is generally underexplored. To address this gap, this study aims to investigate Chinese MA students’ views of and attitudes towards evaluation in English academic writing, especially in the subgenre of literature review. To achieve this end, a semi-structured questionnaire survey among 174 Chinese MAs of Applied English Linguistics as well as interviews was conducted. Quantitative and qualitative data analyses show that the majority of the Chinese students have recognized the importance and necessity of evaluation in English academic writing, and their understandings of evaluation are generally accurate and in compliance with the institutionalized nature of academic writing. However, there are still quite many students possessing inadequate knowledge and underestimation of evaluation in English academic writing, which can partly be attributed to the general underplay of evaluation demonstration in the pedagogy of English academic writing and by supervisors as well. Explicit instruction on evaluation in the teaching of English academic writing as well as postgraduate supervisors’ attention to and guidance in students’ constructing authorial evaluation are therefore appealed for by the study.

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Shelenkova, Irina, and Laula Zherebayeva. "Academic mobility development in Turkey via English for specific purposes." New Trends and Issues Proceedings on Humanities and Social Sciences 6, no. 5 (September 30, 2019): 75–81. http://dx.doi.org/10.18844/prosoc.v6i5.4376.

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Special skills, abilities and knowledge, necessary for professional growth and/or education in a foreign academic environment can be developed by means of foreign language learning. English language training in the context of academic mobility development should be based on high educational quality; advanced level of English demonstrated by students and academics; their informational, social and cultural preadaptation. The aim of the research is to apply this concept in practice and make Turkey more attractive for academics and students from other countries. The main result of the research will be the creation of the coursebook ‘Study, Teach and Research in Turkey. English for Academic Mobility’ for Intermediate/Upper-Intermediate learners, including Students’ Book, Teachers’ Book, DVD with audio and video material. The course development involves several stages. The course can be useful for university students and academics and language courses in Turkey and abroad. Keywords: Academic mobility; cultural preadaptation; higher education; teaching English.

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9

Olsson, Eva, and Liss Sylvén. "Extramural English and academic vocabulary." Apples - Journal of Applied Language Studies 9, no. 2 (June 23, 2015): 77–103. http://dx.doi.org/10.17011/apples/urn.201512234129.

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In content and language integrated learning (CLIL), where school subjects are taught trough an L2 – in this case English – students often reach higher L2 proficiency levels than students who follow regular education. There are also indications that English encountered and used outside of school, e.g. through books, computer games or films, may be as influential as CLIL instruction for vocabulary growth. However, there is little research on the development of academic vocabulary in this connection, and few studies have considered students’ use of English outside school, when evaluating the effect of CLIL instruction. In this study, male and female CLIL and non-CLIL students’ use of English in their spare time is investigated and compared (N=230). Further, the possible impact of extramural English on students’ progress in academic vocabulary use in writing is investigated. The results indicate that CLIL students use English in their spare time to a significantly greater extent than non-CLIL students. Male CLIL students, who used English outside school most frequently, also included the highest proportion of academic vocabulary in their essays. However, they did not progress more than other students; extramural English does not seem to have any significant impact on progress of academic vocabulary over time.

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Ramanathan, Vai, and Sarah Benesch. "Critical English for Academic Purposes." TESOL Quarterly 36, no. 1 (2002): 119. http://dx.doi.org/10.2307/3588370.

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11

Horst, Marlise. "Assessing English for Academic Purposes." System 30, no. 1 (March 2002): 127–29. http://dx.doi.org/10.1016/s0346-251x(01)00045-8.

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Lei, Lei, and Dilin Liu. "The academic English collocation list." International Journal of Corpus Linguistics 23, no. 2 (October 5, 2018): 216–43. http://dx.doi.org/10.1075/ijcl.16135.lei.

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Abstract The use of collocations plays an important role for the proficiency of ESL/EFL learners. Hence, educators and researchers have long tried to identify collocations typical of either academic or general English and the challenges involved in learning them. This paper proposes a comprehensive and type-balanced academic English collocation list (AECL). AECL is based on a large corpus of academic English and was created to cover the types of collocations that will be most useful to ESL/EFL learners. AECL is the result of an innovative research-based procedure that involves a five-step selection method. A comparison of the collocations on AECL with those found in well-known collocation dictionaries of general English and on three existing academic English collocation lists indicates that AECL indeed contains mainly academic rather than general English collocations. In addition, AECL is more comprehensive with regard to the types of collocations that are relevant to learners.

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Eick, Tonya. "Introducing English for Academic Purposes." English for Specific Purposes 45 (January 2017): 112–14. http://dx.doi.org/10.1016/j.esp.2016.07.002.

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Jordan, R. R. "English for Academic Purposes (EAP)." Language Teaching 22, no. 3 (July 1989): 150–64. http://dx.doi.org/10.1017/s026144480001483x.

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Appleby, Roslyn. "Academic English and elite masculinities." Journal of English for Academic Purposes 32 (March 2018): 42–52. http://dx.doi.org/10.1016/j.jeap.2018.03.007.

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Bista, Krishna, and Pamela Shultz. "Academic Writing: A Handbook for International Students (3rd Ed.)." Journal of International Students 1, no. 2 (July 1, 2011): 79–80. http://dx.doi.org/10.32674/jis.v1i2.561.

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For many international students, academic writing is a significant challenge because of the rules used in Standard English. Writing in academia consists of producing college essays, reflections, reports, and research papers which all require a working knowledge of the English language. Nevertheless, English Composition instructors, English as a Second Language (ESL) program staff, and freshmen international students will find Bailey’s book Academic Writing text a helpful resource manual both in and out of class.

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Gür, Barış ERİÇOK Recep. "The Effects of Students’ Academic Departments on General English and Vocational English Academic Success." International Journal of Languages Education 8.2, no. 8.2 (2020): 266–84. http://dx.doi.org/10.29228/ijlet.41451.

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McKenny, John, and Karen Bennett. "Critical and corpus approaches to English academic text revision." English Text Construction 2, no. 2 (October 27, 2009): 228–45. http://dx.doi.org/10.1075/etc.2.2.06mck.

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Portuguese academic discourse of the humanities is notoriously difficult to render into English, given the prevalence of rhetorical and discourse features that are largely alien to English academic style. The aim of this study was to test the hypothesis that some of those features might find their way into the English texts produced by Portuguese scholars through a process of pragmalinguistic and sociopragmatic transfer. If so, this would have important practical and ideological implications, not only for the academics concerned, but also for editors, revisers, teachers of EAP, translators, writers of academic style manuals and all the other gatekeepers of the globalized culture. The study involved a corpus of some 113,000 running words of English academic prose written by established Portuguese academics in the Humanities, which had been presented to a native speaker of English (professional translator and specialist in academic discourse) for revision prior to submission for publication. After correction of superficial grammatical and spelling errors, the texts were made into a corpus, which was tagged for Part of Speech (CLAWS7) and discourse markers (USAS) using WMatrix2 (Rayson 2003). The annotated corpus was then interrogated for the presence of certain discourse features using Wmatrix2 and Wordsmith 5 (Scott 1999), and the findings compared with those of a control corpus, Controlit, of published articles written by L1 academics in the same or comparable journals. The results reveal significant overuse of certain features by Portuguese academics, and a corresponding underuse of others, suggesting marked differences in the value attributed to those features by the two cultures.

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Kithinji, Winfred K., and Adam I. OHirsi. "Relating English Language Proficiency to Academic Performance among non-English Speaking Undergraduate Students in Kenyan Universities." East African Journal of Education Studies 5, no. 1 (February 21, 2022): 66–76. http://dx.doi.org/10.37284/eajes.5.1.560.

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In Kenya, English language is the standard medium of instruction at primary and post-secondary levels of education and training. At universities, English is the primary language of academics and research. Its mastery and proficiency among students and staff also influence the overall learning experience. This research paper examined the influence of English language proficiency on academic performance among non-English speaking undergraduate students in Kenyan universities. These are foreign students whose countries of origin do not use English as the main language of instruction. The study was conducted in six universities that use the Grade Point Average in determining academic performance. The mixed methods research design was utilized to gather both qualitative and quantitative data concurrently. Using the purposive sampling techniques, 61 foreign students and 13 academic staff teaching were selected, while semi structured questionnaires and document analysis guide were used to collect data. The findings revealed a positive correlation between English language proficiency and academic performance (.000). It also emerged that over 76% undergraduate students from non-English speaking backgrounds lacked the expected language skills for quality learning experience. Specifically, students’ difficulties in listening and speaking had the strongest influence on their academic performance (Rs =1.000, p<0.01). Finally, the study recommended the need for universities to conduct English proficiency assessment when admitting undergraduate students from non-English speaking countries. It also suggested academic writing and mentor support programs to equip foreign undergraduate students with the requisite English literacy skills. The study further recommended faculty to practice pedagogical approaches that nurture foreign students to actively engage in the academic and social interactions.

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Sebolai, Kabelo. "Distinguishing between English proficiency and academic literacy in English." Language Matters 47, no. 1 (January 2, 2016): 45–60. http://dx.doi.org/10.1080/10228195.2015.1124281.

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Farahani, Mehrdad. "Metadiscourse in Academic English Texts: A Corpus-driven probe into British Academic Written English Corpus." Studies About Languages, no. 34 (June 3, 2019): 56–73. http://dx.doi.org/10.5755/j01.sal.0.34.21816.

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This paper reports on a research performed in the field of corpus linguistics on metadiscourse features in the British Academic Written English Corpus. For this purpose, the British Academic Written English Corpus, which is freely available and contains 6,968,089 words, was selected as the data resource of the study. The taxonomy of metadiscourse features compiled by Hyland was used as the theoretical framework and the R program was used as the statistical software. The whole corpus was analyzed. As the data can show, the interactive metadiscourse features were more prevalent than the interactional metadiscourse features. In the interactive category, transitions and endophoric markers were used more than other ones; whereas, in the interactional category, hedges and boosters were the predominant metadiscourse features. The prevalence nature of interactive metadiscourse features can add support to the idea that writers were more interested in organizing discourse rather than conducting interaction. The findings of this research can have useful implications for researchers in such fields as contrastive analysis, text linguistics and corpus-based studies.

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Kong, Yuan. "A Research on Postgraduate English Curriculum Based on the Academic English." Theory and Practice in Language Studies 8, no. 10 (October 1, 2018): 1338. http://dx.doi.org/10.17507/tpls.0810.12.

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In this paper, the current research situation of academic English is reviewed. From the perspective of curriculum research, we investigate the implementation of Public English curriculum and the needs of academic English, and then put forward some specific measures for the construction of academic English courses. This paper mainly discusses three aspects of the requirement, setting and teaching of academic English courses. On the basis of previous studies, there are not many academic English courses for postgraduate students in Colleges and universities. According to the theory that education is ahead of the economic development, it is an advanced research path to explore the establishment of academic English course in the teaching of postgraduate English. The object of this study is a very representative University in a certain area, which can reflect the overall level of higher education in the region to a certain extent. Both the hardware and the software facilities can provide practical possibilities for the proposal and implementation of this article, and also have a reference for the national colleges and universities.

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Hyland, Ken. "Sympathy for the devil? A defence of EAP." Language Teaching 51, no. 3 (June 7, 2018): 383–99. http://dx.doi.org/10.1017/s0261444818000101.

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The ability to communicate in English is now essential to academic success for many students and researchers. Not only has the language established a fairly firm grip in higher education, particularly in the lives of postgraduate students, but also in academic research, where careers are increasingly tied to an ability to publish in international journals in English. Countless students and academics around the world, therefore, must now gain fluency in the conventions of relatively ‘standardized’ versions of academic writing in English to understand their disciplines, to establish their careers or to successfully navigate their learning (e.g. Hyland 2009). English for Academic Purposes (EAP), and the teaching of academic writing in particular, has emerged to support this process (Hyland & Shaw 2016; Hyland 2017a). However, EAP, and its relationship to English language education more generally, is seen from a number of different perspectives, not all of which flatter the field. Among the more critical are that it is complicit in the relentless expansion of English which threatens indigenous academic registers (e.g. Phillipson 1992; Canagarajah 1999), that it is a remedial ‘service activity’ on the periphery of university life (Spack 1988), and that it imposes an imprisoning conformity to disciplinary values and native norms on second language writers (e.g. Benesch 2001).

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Ali, Rafaquat, Bushra Shoukat, and Ali Ahmad Kharal. "Dependence of Academic Performance on English Speaking Anxiety in Academic Programs of English Medium Instructional Context." Review of Economics and Development Studies 7, no. 4 (December 31, 2021): 501–14. http://dx.doi.org/10.47067/reads.v7i4.410.

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Most countries in the world have adopted English Medium instruction in universities. The increasing global trend of the English language as the medium of instruction has made researchers focus on students' adjustment and performance in English medium instructional contexts. One key issue highlighted in English medium instruction is English speaking anxiety. The literature has pointed out that English language speaking anxiety among students has a dependency on their personal and interpersonal worries and the context of learning. Pakistan is also a country that has adopted English medium instruction at different levels of education. Therefore, the current study probed the dependencies of English language speaking anxiety on students' academic programs and how these anxieties impact students' academic performance in Pakistan. The survey study design consisted of convenience or accidental sampling. The structural equation modeling helped researchers infer the significance of academic programs' impact on academic performance, the effect of language anxiety dimensions on academic performance, and the impact of academic programs on academic performance via English-speaking anxieties. The academic departments significantly impact students' academic performance directly and indirectly through language-speaking anxieties.

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Flowerdew, John. "The linguistic disadvantage of scholars who write in English as an additional language: Myth or reality." Language Teaching 52, no. 02 (April 2019): 249–60. http://dx.doi.org/10.1017/s0261444819000041.

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Academics are coming under increasing pressure to publish internationally. Given the global dominance of English, this very likely means publishing in English-medium journals and with publishers which publish in English. This raises the important question of the possible disadvantage of those scholars whose first language is not English and who therefore have the additional burden of having to develop adequate proficiency in an additional language, English. As a student of modern languages to university level and of other languages to rather lower levels of proficiency and as a teacher of English for academic purposes (EAP) and of English for research and publication purposes (ERPP), since I became aware of this issue, I have always believed this extra burden on the English as an additional language (EAL) academic writer to be a self-evident truth. Ken Hyland, however, in a recent book (Hyland, 2015) and an article titled ‘Academic publishing and the myth of linguistic injustice’ (Hyland, 2016a), has taken it upon himself to argue that such an assumption is ill-founded. Hyland argues that native-speakers (NSs) of English encounter the same difficulties as non-native speakers (NNSs) when it comes to academic writing, that ‘academic English is no one's first language’, and that it requires ‘deliberate learning’ by both NSs and NSs (p. 57). Native and non-native writers, Hyland implies, are on a level playing field when it comes to writing for publication, both groups having to jump the same hurdles.

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Tibus, Erlinda D., and Sybill Krizzia G. Ledesma. "Factors of academic stress: Do they impact English academic performance?" International Journal of Evaluation and Research in Education (IJERE) 10, no. 4 (December 1, 2021): 1446. http://dx.doi.org/10.11591/ijere.v10i4.21296.

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<span>This study investigated the college students’ level of academic performance and determined the impact of academic stress on their English academic performance. This employed a descriptive-exploratory research design with Exploratory Factor Analysis (EFA) and correlation analysis (Pearson r) as main analyses using statistical software. The result suggested that the students (N=250) have a moderate level of stress. Likewise, seven factors were generated through EFA but were reduced to four factors using parallel analysis, the factors are perceived personal stress, classroom stress, performance stress, and time management stress. In the correlation analysis, it was found out that perceived personal stress, classroom stress, and performance stress are significantly correlated except for time management stress. Moreover, these factors were found to have no significant relationship with the English grades of the students. With this result, it is concluded that despite having a moderate level of academic stress, students were able to manage them by using a plethora of coping mechanisms available. The institutions should offer prevention and intervention services that directly address the academic stress of the students to ensure academic success.</span>

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Pandey, Gopal Prasad. "English for Academic Purposes: Theory, Trends and Practices." Education and Development 29 (December 1, 2019): 1–14. http://dx.doi.org/10.3126/ed.v29i0.32562.

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English for academic purpose (EAP) emerged as a branch of English for specific purposes in the early 1980s. EAP grounds English language teaching in the linguistic demands of academic context, tailoring instruction to specific rather than general purposes. There is a growth of interest in EAP in the recent years. The interest in EAP developed in response to the growing need for intercultural awareness and of English as a lingua franca (ELF). EAP has become a major area of research in applied linguistics and focus of the courses studied worldwide by a large number of students preparing for study in colleges and universities. The increase in students’ undertaking tertiary studies in English-speaking countries has led to a steady demand for the courses tailored to meet the immediate, specific vocational and professional needs. Thus, most universities in the present day world prioritize the role of academic skills. The aim of the paper is to examine the key approaches to the teaching of English for academic purposes, current trends in teaching EAP, and to argue the centrality and significance of EAP in the academia. The paper concludes by arguing that a greater emphasis needs to be placed on methodology in EAP.

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Vanyan, Lusine. "Rhythmic Arrangement of English Academic Discourse." Armenian Folia Anglistika 11, no. 2 (14) (October 15, 2015): 84–104. http://dx.doi.org/10.46991/afa/2015.11.2.084.

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The article addresses the problem of the rhythmic arrangement of academic discourse and its main units. It is the result of computer-based acoustic investigation of English rhythm (in comparison with Armenian). The contrastive analysis of the rhythmic units helps to reveal the regularities that pass unnoticed in monolingual studies. Basing on the scalar approach to the rhythm, the study defines rhythm as an output of all the gradients participating in its formation with the special accent on grouping and prominence. It is an attempt in modelling the rhythmic organisation of academic prose in English (Armenian) by giving its acoustic profile.

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Stamer-Peterson, Melissa. "Math and English for Academic Purposes." Issues in Language Instruction 6 (January 10, 2018): 6. http://dx.doi.org/10.17161/ili.v6i0.7026.

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Even though math is thought to be mostly numbers, there is a significant amount of language involved. Students do not have to know only the discipline-specific vocabulary, or jargon, associated with math, but they also have to understand other forms of language in and out of the classroom. For example, instructors will work problems out on the board while discussing the steps orally to go from one part of the problem to the next which may not align with what the teacher is writing on the board, so there is potentially a loss of comprehension on the student’s part. Additionally, instructors will give instructions in class or give information on specific dates for exams, quizzes and homework which is sometimes given orally or written on the board. Asking questions during class and following transitions between activities can be another challenge for second language learners who struggle with language in a math class. Another aspect of language present in a math course is in the textbook. Students will often be assigned chapters or sections to read in order to prepare for an upcoming class. The textbook is written using the disciplinary language of math, which makes it difficult to follow especially because definitions of math words are often defined with other math jargon. With such rich language and classroom interaction, it is imperative to not overlook the subject of math when discussing English for Academic Purposes.

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Stamer-Peterson, Melissa. "Math and English for Academic Purposes." Issues in Language Instruction 6, no. 1 (January 10, 2018): 6–12. http://dx.doi.org/10.17161/ili.v6i1.7026.

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Even though math is thought to be mostly numbers, there is a significant amount of language involved. Students do not have to know only the discipline-specific vocabulary, or jargon, associated with math, but they also have to understand other forms of language in and out of the classroom. For example, instructors will work problems out on the board while discussing the steps orally to go from one part of the problem to the next which may not align with what the teacher is writing on the board, so there is potentially a loss of comprehension on the student’s part. Additionally, instructors will give instructions in class or give information on specific dates for exams, quizzes and homework which is sometimes given orally or written on the board. Asking questions during class and following transitions between activities can be another challenge for second language learners who struggle with language in a math class. Another aspect of language present in a math course is in the textbook. Students will often be assigned chapters or sections to read in order to prepare for an upcoming class. The textbook is written using the disciplinary language of math, which makes it difficult to follow especially because definitions of math words are often defined with other math jargon. With such rich language and classroom interaction, it is imperative to not overlook the subject of math when discussing English for Academic Purposes.

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Goldenberg, Saul, and Jacques Matone. "Academic degrees: standardization in English language." Acta Cirurgica Brasileira 21, no. 2 (April 2006): 60. http://dx.doi.org/10.1590/s0102-86502006000200001.

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32

McGhie, Venicia Flora. "Learning in English: Academic Language Proficiency." International Journal of Learning: Annual Review 12, no. 8 (2007): 35–42. http://dx.doi.org/10.18848/1447-9494/cgp/v14i08/45450.

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Brânzilă, Carina. "TEACHING BUSINESS ENGLISH FOR ACADEMIC PURPOSES." Annals of the University of Oradea. Economic Sciences 30, no. 30 (1) (July 2021): 293–300. http://dx.doi.org/10.47535/1991auoes30(1)032.

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Research and experience have long indicated that the acquisition of the mother tongue is different from the acquisition of a non-native language. Also, the efforts and the cognitive impact of language learning are different in childhood compared to adulthood, whereas young people and adults differ in the way they learn and should be taught a foreign language. Learning a new language at the level of a native speaker is a dream all students share, but it may well be impossible and also irrelevant in the context of the ever-changing landscape of a living language. Furthermore, it is common knowledge that the acquisition of a foreign language due to natural exposure or immersion offers better results than its acquisition in a formal learning environment. To complicate matters even further, studies show that acquiring a second language is usually much more difficult than acquiring a third language, for example. Despite all these though, the job of a language teacher, especially of adult students, needs to serve its purpose as well as possible. This article will look into some of the modern trends of teaching not just a foreign language (English), but a specialized one (Business English) to undergraduates in the context of a Romanian university. How can a teacher better accomplish this task? How useful can Business English prove to be to students taking it as a compulsory subject, not by choice? Are there methods to improve its acquisition, especially in the context of the current pandemic? The article will take a closer look at all these, with practical examples of good practices.

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Ahmad Buhari, Turisiana, Doreen Azlina Ab Rahman, Nurbaya Mohd Aris, and Shairah Hana Sulaiman. "Learning Fundamental Academic English via MOOC." International Journal of Modern Languages And Applied Linguistics 2, no. 3 (August 1, 2018): 15. http://dx.doi.org/10.24191/ijmal.v2i3.7631.

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Massive Open Online Course (MOOC) has since its launch provided a diverse choice of learning courses and modules. Openlearning.com claims to have over 4000 MOOCs from around the world, making it an indispensable place to gain knowledge other than the traditional classroom or formal education. This growing number of MOOCs means that the mass has the interest to learn various subjects the virtual way at their own pace and comfort. Despite this increasing number, there are also concerns that not all subjects and skills can be delivered and taught online. Like many language subjects, Academic English is a challenging course to teach and learn. This is due to the specific skills involved in which requires constant guidance on how to deliver best. Hence, Fundamental Academic English course was created to provide knowledge and skills to teach Academic English concisely, virtually, and effectively, adhering to MOOC requirements. This course is unique as its modules are organized to firstly go over basic skills required in Academic English, then introduce the relevant tasks in Academic English, and lastly present steps and tips in ensuring effective verbal and written Academic English performance. The presentation of the course encourages a smooth transition from understanding and applying basic skills to transferring these skills into Academic English reading, writing, and speaking. It is hoped that the ten (10) specifically crafted modules help learners to grasp Academic English faster and more effectively. Fundamental Academic English has the potential to serve as an essential blended learning material at pre-university and university level and provide necessary English language skills for university students to perform academically.

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Schembri, Natalie. "The NP in academic Maltese English." STUF - Language Typology and Universals 71, no. 2 (June 6, 2018): 305–26. http://dx.doi.org/10.1515/stuf-2018-0013.

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Abstract Despite recent advances, Maltese English remains under-researched as a regional variety of English. This study employs an error analysis approach to identify its nominal characteristics based on the assumption that fossilized learner competences shared by a speech community eventually develop into new dialects and that transfer phenomena play a pivotal role. The study analyses article usage, singular and plural forms and noncount nouns and finds that overuse of the definite article is a likely candidate as a feature of Maltese English.

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Osman, Wan Hurani, Sabariah Abd. Rahim, Anna Lynn Abu Bakar, and Nor Dawirah Rahman. "REVISITING ENGLISH LEARNERS' ACADEMIC WRITING NEEDS." International Journal of Education, Psychology and Counseling 6, no. 41 (July 31, 2021): 172–82. http://dx.doi.org/10.35631/ijepc.641013.

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Unlike Malaysian schools that use syllabi issued by the Education Ministry, Malaysia's public universities have full autonomy of their syllabi. English language courses and curricula in public universities are usually based on the needs of stakeholders; government, community, academicians, learners, and also parents (Avci, Ring, and Mitchelli, 2015). Traditionally, most English language courses focus on learners’ proficiency and aim to equip learners with general, social, academic, and employment language skills. In this century, there is a need to keep up with the learners’ latest needs and requirements which are closely related to technology and globalisation. This present quantitative study attempts to tap into the current needs, perceptions, and views related to academic writing in English of one of the stakeholders in a public university in Malaysia. A group of learners in a public university was given a questionnaire that contained questions related to academic writing and the English language at the undergraduate level. The findings of this study will help syllabus designers first identify the value and importance of the existing syllabi and then, if necessary, craft the syllabus based on the current needs and views of one of the university’s stakeholders.

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Kennedy, Graeme D. "Expressing Temporal Frequency in Academic English." TESOL Quarterly 21, no. 1 (March 1987): 69. http://dx.doi.org/10.2307/3586355.

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Manning, Katherine. "Book Review: English for Academic Purposes." Business Communication Quarterly 70, no. 2 (June 2007): 261–64. http://dx.doi.org/10.1177/1080569907301693.

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Faber, Pamela. "English as an academic lingua franca." Revista Alicantina de Estudios Ingleses, no. 23 (December 15, 2010): 19. http://dx.doi.org/10.14198/raei.2010.23.02.

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In today’s world, the European Union is searching for a delicate balance between linguistic integration and diversity. Thanks to international knowledge transmission and exchange as well as co-operation and mobility beyond national boundaries, English has now become the preferred option for linguistic unity. It is a language that allows native speakers of different languages to communicate. However, the use of English as a lingua franca should not (and does not) threaten plurilingualism in Europe, as reflected in the many national languages in Europe and the relatively peaceful coexistence of national and minority languages in many European countries. In fact, English, as used for international communication purposes, complements and supplements national languages.

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Guerrero, Michael D. "Acquiring Academic English in One Year." Urban Education 39, no. 2 (March 2004): 172–99. http://dx.doi.org/10.1177/0042085903260915.

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Saunders, Peter. "Teaching Academic and Professional English Online." System 38, no. 3 (September 2010): 508–10. http://dx.doi.org/10.1016/j.system.2010.06.007.

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Geide-Stevenson, Doris. "Does English proficiency affect academic performance?" International Review of Economics Education 28 (May 2018): 41–48. http://dx.doi.org/10.1016/j.iree.2018.04.002.

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Chubarova, Yulia, and Natalia Rezepova. "Discourse Elements in English Academic Discourse." Journal of Language and Education 2, no. 1 (March 1, 2016): 56–64. http://dx.doi.org/10.17323/2411-7390-2016-2-1-56-64.

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This paper presents a study of discourse elements in spoken academic discourse – a lecture – and identifies their specificities. The study seeks to identify discourse elements in a wide body of research material; to study structural, functional and pragmatic features of discourse elements in terms of the implementation of the intentions of the speaker; to identify from the auditory analysis any prosodic features of discourse elements. Discourse elements are specifically defined from the point of view of their pragmatics: the intention of the speaker influences the language of the lecture and the way in which ideas are connected with words. The study on discourse elements included several stages. Research material consisted of audio recordings of Philology lectures to students studying English as a foreign language by three native speakers of English (General American standard of pronunciation), all of whom are professors at American colleges and universities. In total, 6 lectures were recorded; they formed a wide body of research material lasting 7 hours 33 minutes. This wide body of research material consisted of 2 306 linguistic facts, i.e. discourse elements in context. From these, 150 fragments containing various discourse elements were then chosen to form a narrow body of research material lasting 40 minutes. The phonetic research consisted of auditory analysis: dividing the fragments of discourses into syntagms; defining the boundaries of syntagms; specifying pitch movement, tone level and type of scale; using perceptual gradations of each prosodic feature, etc. Prosodic marking was carried out in accordance with the method of notation adopted at the Department of English Phonetics at Moscow State Teacher Training University (1997). Scaling enabled the classification and sorting of all the studied elements (discourse elements). The authors used the following types of scales: nominative, ordinal and interval. Structural analysis proved that discourse elements have different structure and may be one-word elements and predicative phrases S+P incorporated into the structure of the academic discourse. All discourse elements can be divided into two large groups – connecting elements (connectors) and pragmatic elements. The results of the research show that the studied elements differ structurally and can perform various functions. The functions of the discourse elements, their structure, intentions of the speaker and also their position in the phrase determine their prosodic features.

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Adamson, John, and David Coulson. "Translanguaging in English academic writing preparation." International Journal of Pedagogies and Learning 10, no. 1 (January 2, 2015): 24–37. http://dx.doi.org/10.1080/22040552.2015.1084674.

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Brown, Reva B., and Chris Guilding. "Knowledge and the English Academic Marketeer." Journal of Further and Higher Education 22, no. 1 (February 1998): 49–59. http://dx.doi.org/10.1080/0309877980220106.

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Bennett, Karen. "English academic style manuals: A survey." Journal of English for Academic Purposes 8, no. 1 (March 2009): 43–54. http://dx.doi.org/10.1016/j.jeap.2008.12.003.

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Jones, Martha. "Review of English for Academic Purposes." Journal of English for Academic Purposes 20 (December 2015): 215–17. http://dx.doi.org/10.1016/j.jeap.2015.03.009.

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Sayed, Samah Thabet. "English for Academic Purposes: English for general skills Writing Course." Bulletin of Advanced English Studies 1, no. 1 (2018): 87–110. http://dx.doi.org/10.31559/baes2018.1.1.8.

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Andriansyah, Andriansyah, Ayyub Abdurrahman, and Regina Rahmi. "The Significance of Teaching Academic English for English Language Learners." International Journal of Education, Language, and Religion 1, no. 1 (November 10, 2019): 14. http://dx.doi.org/10.35308/ijelr.v1i1.1719.

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In this paper, we will discuss some topics related to supporting English Language Learners (ELLs) in developing their English as an academic language. Firstly, we describe the general issues of ELLs; including what languages are learned the most. Secondly, we provide some topics related to the effectiveness of instructional practice in ELs’ teaching, type of instructional practices to support ELLs including some topics related to using L1 and L2 in teaching, the importance of teaching English at the younger aged or Teaching English to Young Learners. Lastly, we draw upon some issues related to the effective practice of teaching and learning for ELLs especially the importance of academic language, in particular to the English language learners. In addition, in this paper we use the term of ELLs and ELs, refers to the English Learners since the English Language Learners has been changing to be just English Learners (ELs) recently.

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McKinley, Jim, and Heath Rose. "English language teaching and English-medium instruction." Journal of English-Medium Instruction 1, no. 1 (January 21, 2022): 85–104. http://dx.doi.org/10.1075/jemi.21026.mck.

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Abstract The role of English language teaching (ELT) in English-medium instruction (EMI) can vary widely depending on education policy objectives and teachers’ responses to EMI students’ language and learning needs. In this paper, we provide a narrative review of a growing number of studies reporting language-related challenges as the foremost barrier to successful implementation of EMI. Such research highlights the fundamental roles that English for Academic Purposes (EAP) and English for Specific Purposes have in the provision of targeted language support for EMI students. Based on this review, we set a future research agenda, calling for explorations into the efficacy of English language programs for supporting EMI students to reach educational outcomes. We also call for explorations of greater collaboration between English language practitioners and content lecturers to ensure the right type of language support is being provided to students. The paper ends with a discussion for the need to reposition EAP as English for Specific Academic Purposes to ensure students’ specific academic needs are met. Essentially, universities offering EMI will need to account for their unique institutional characteristics to ensure ELT provision is central in organizational and curricular structures; otherwise, they may be setting their own students up to fail.

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