Search

Nominalization is an important resource for creating grammatical metaphor (GM). Previous research shows that nominalization is characteristic of academic writing but does not demonstrate discipline sensitivity within the academic genre. The reason might be that some nominalizations have developed into dead GM. This study aims to identify nominalizations that create live GM and explore the discipline sensitivity of live GMs based on a corpus of academic article abstracts across three discipline groups. The findings indicate that a clause construes an event or a status, which is either conveyed by the verbal group or a nominal group functioning as a participant of the verbal group. Verb nominalizations construing events and adjective nominalizations construing statuses are the key factors in identifying live GM. Notably, nominalizations not cooccurring with verbalizations are not necessarily dead GMs. The corpus-based research shows that both verb and adjective nominalizations exhibit discipline sensitivity. Verb nominalizations are more prevalent in natural science texts, whereas adjective nominalizations are more prevalent in the humanities and social science texts. However, live GMs are not inherently discipline sensitive; rather, it is those GMs contributing to the lexical density of the text that are discipline sensitive. [ABSTRACT FROM AUTHOR]

Background: Academic paper writing holds significant importance in the education of medical students, and poses a clear challenge for those whose first language is not English. This study aims to investigate the effectiveness of employing large language models, particularly ChatGPT, in improving the English academic writing skills of these students. Methods: A cohort of 25 third-year medical students from China was recruited. The study consisted of two stages. Firstly, the students were asked to write a mini paper. Secondly, the students were asked to revise the mini paper using ChatGPT within two weeks. The evaluation of the mini papers focused on three key dimensions, including structure, logic, and language. The evaluation method incorporated both manual scoring and AI scoring utilizing the ChatGPT-3.5 and ChatGPT-4 models. Additionally, we employed a questionnaire to gather feedback on students' experience in using ChatGPT. Results: After implementing ChatGPT for writing assistance, there was a notable increase in manual scoring by 4.23 points. Similarly, AI scoring based on the ChatGPT-3.5 model showed an increase of 4.82 points, while the ChatGPT-4 model showed an increase of 3.84 points. These results highlight the potential of large language models in supporting academic writing. Statistical analysis revealed no significant difference between manual scoring and ChatGPT-4 scoring, indicating the potential of ChatGPT-4 to assist teachers in the grading process. Feedback from the questionnaire indicated a generally positive response from students, with 92% acknowledging an improvement in the quality of their writing, 84% noting advancements in their language skills, and 76% recognizing the contribution of ChatGPT in supporting academic research. Conclusion: The study highlighted the efficacy of large language models like ChatGPT in augmenting the English academic writing proficiency of non-native speakers in medical education. Furthermore, it illustrated the potential of these models to make a contribution to the educational evaluation process, particularly in environments where English is not the primary language. [ABSTRACT FROM AUTHOR]

In academic writing, exemplification plays a crucial role in contextualizing complex ideational material through instances the readers can understand. In addition to illustrating ideas through concrete instances, the act of providing examples serves the purpose of helping the readers grasp the writer's intentions. However, strategically performing exemplification to elaborate the propositional material seems to be a challenge for many novice student writers. Although some studies have mentioned that students use significantly less frequently the exemplification resources in their writing, fewer studies have probed into EFL student writing to determine the problems they face in elaborating the ideas. Using the marker approach, which examines the discourse functions bottom‐up from markers to moves, the learner corpus of essay writing (LCEW) was analyzed for three major forms of exemplification: representation, argumentation, and analogy. The results indicate that the examples are strictly limited to certain patterns like specifying concepts through a subcategory and illustrating the arguments through everyday experiences. Moreover, many examples deviate from the usual patterns of exemplification causing confusion. These findings have pedagogic implications for academic writing courses in the EFL context. [ABSTRACT FROM AUTHOR]

Focusing on the relationship between linguistic, cognitive, socioemotional factors in writing English for academic purposes (EAP), this study investigated whether topic familiarity as an important cognitive factor of task complexity influences different levels of emotionality and linguistic complexity in EAP writing and whether there are relationships between emotionality and linguistic complexity. To do so, 64 international graduate learners enrolled in EAP writing courses participated in the present study. Each wrote on familiar and unfamiliar topics determined via a questionnaire at the onset of the study. Their writings were then measured for textual emotionality and linguistic complexity using automatic assessment tools. Results showed that EAP writings differed systematically in terms of both emotionality and linguistic complexity due to the influence of topic familiarity. Unfamiliar topics led to writing performance with a significantly higher level of emotional negativity and significantly lower linguistic complexity levels as compared to familiar topics. A follow-up correlation analysis also revealed significant relationships between emotionality and linguistic complexity measures, indicating complex interactions between linguistic and socioemotional factors. Implications of these findings are discussed relative to deploying writing topics with varied levels of cognitive complexity for encouraging classroom engagement and improving L2 learners' writing performance by effective task sequencing. [ABSTRACT FROM AUTHOR]

Purpose: To evaluate the ability of ChatGPT-4 to generate a biomedical review article on fertility preservation. Methods: ChatGPT-4 was prompted to create an outline for a review on fertility preservation in men and prepubertal boys. The outline provided by ChatGPT-4 was subsequently used to prompt ChatGPT-4 to write the different parts of the review and provide five references for each section. The different parts of the article and the references provided were combined to create a single scientific review that was evaluated by the authors, who are experts in fertility preservation. The experts assessed the article and the references for accuracy and checked for plagiarism using online tools. In addition, both experts independently scored the relevance, depth, and currentness of the ChatGPT-4's article using a scoring matrix ranging from 0 to 5 where higher scores indicate higher quality. Results: ChatGPT-4 successfully generated a relevant scientific article with references. Among 27 statements needing citations, four were inaccurate. Of 25 references, 36% were accurate, 48% had correct titles but other errors, and 16% were completely fabricated. Plagiarism was minimal (mean = 3%). Experts rated the article's relevance highly (5/5) but gave lower scores for depth (2–3/5) and currentness (3/5). Conclusion: ChatGPT-4 can produce a scientific review on fertility preservation with minimal plagiarism. While precise in content, it showed factual and contextual inaccuracies and inconsistent reference reliability. These issues limit ChatGPT-4 as a sole tool for scientific writing but suggest its potential as an aid in the writing process. [ABSTRACT FROM AUTHOR]

This article discusses a study conducted at Wuhan University in China that explores the role of metacognitive awareness in academic writing among Chinese multilingual students. The study validates an instrument for assessing metacognitive knowledge and strategies in academic writing and examines how these factors influence the writing process. The findings reveal a five-factor model of metacognitive strategies, metacognitive knowledge, planning, monitoring, and evaluating. The study highlights the importance of metacognition in developing multilingual students' academic writing competence and provides insights for theoretical and pedagogical implications. This research would be valuable for researchers and educators interested in understanding and improving the academic writing skills of multilingual students. [Extracted from the article]

Persuasive arguments attribute academics' persistent struggles in making time for writing to the increasing demands of a marketised sector on the academic role (Dickson-Swift et al. 2009; Macleod, Steckley, and Murray 2012). Whilst a significant body of literature promotes different writing interventions as potential solutions, the challenge of building and sustaining a culture in which their positive outcomes are maintained remains. In this paper, I explore the practices of academics writing for publication purposes. Drawing on the concept of academic writing as 'identity work (French 2020), I demonstrate that writing practices are entwined with wider academic and institutional identities, which either work for or against building sustainable writing cultures. I argue for a methodological shift in how writing initiatives are researched, drawing a distinction between my ethnographic case study of one writing group and others that focus either on retrospective accounts or analysing correlations between writing groups and productivity. Specifically, I argue for a focus on the ongoing process of becoming a writer rather than on its production. The study builds on existing literature to explain why writing groups are experienced as valuable to participants. It argues that they offer more than simply protected space for writing; they reframe participants' understandings of themselves and their academic identities and reintegrate research writing with other aspects of their role. This identity work occurs within visible, protected spaces for writing, where participants work both individually and in community, and reflection and dialogue are central. [ABSTRACT FROM AUTHOR]

Despite the wealth of productive ESP/EAP research on promotional genres over the past decade, such research has yet to spotlight Diversity, Equity, and Inclusion Statements (DEISs) for academic job application purposes in U.S. higher education. To address this gap, this study systematically analyzes the rhetorical features of 80 DEISs and explores the perceptions of faculty administrators, ESP/EAP writing teachers, and novice writers regarding the genre analysis findings. A step-driven rhetorical move analysis targeting the frequency and distribution of rhetorical moves/steps, as well as patterns in inter- and intra-move sequences within the DEISs, was implemented. The analysis unveiled five reoccurring moves, each consisting of multiple steps, with varying frequencies across different texts. It also identified a mixture of circular, linear, and somewhat disorganized patterns in inter-move sequences. Furthermore, through subsequent semi-structured interviews with three faculty members and one L2 student writer, the study revealed a consensus among the interviewees regarding the practical value of the genre analytic findings, particularly for ESP/EAP writing instruction and professional assessment. Meanwhile, it highlighted the interviewees' mixed reactions concerning specific rhetorical features of the DEISs and their collective doubts surrounding the writing and use of DEISs. • Five rhetorical moves structure diversity, equity, and inclusion statements (DEISs). • Steps present writers' understandings, experiences, competence, and plans for DEI. • Circular, linear, or somewhat disorganized patterns sequence the five moves. • Practitioners positively interpret the findings' value in pedagogy and assessment. • They problematize DEISs for their rationale, genre norms, and expectations. [ABSTRACT FROM AUTHOR]

The purpose of this article is to assess the effect of a writing framework model for pedagogical reflection in a sample of elementary school teachers who took part in a lifelong learning program. To do so, a combined research design was carried out, implementing, on the one hand, inferential and multivariable statistical techniques to determine the tempering effect of feedback on the performance of written reflection and, on the other hand, content analysis of the teachers' written production to identify their development of pedagogical reflection. He results reveal that encouraging this reflection in teachers' writing allows them to develop a more in-depth assessment and analysis of their own practices, which is evidenced by the use of more detailed explanations and arguments and the precision of the terminological use of specific concepts. [ABSTRACT FROM AUTHOR]

This research aims to examine how higher education students paraphrase their academic writing to reduce high Turnitin similarity scores. The research uses a descriptive-qualitative research design. Data were collected through observations and in-depth interviews. The observation was conducted by analyzing 20 higher education students' theses in terms of paraphrasing practices. The in-depth interviews with five selected participants were conducted by asking some questions related to the observation results about paraphrasing practices. Based on the observation and the in-depth interviews, the researcher found that most of the students prefer to do paraphrasing practices online compared to paraphrasing practices manually. In addition, most students already know the meaning of paraphrasing but some students have not applied it adequately. The researchers conclude that online paraphrasing is a great idea that can be used to simplify paraphrasing activities. However, the students need to re-read the results of the paraphrase from the online paraphrase to be analyzed and revised if needed. It is crucial to focus on the overall quality of the paraphrased results, making sure to check for proper word choice and grammar. In addition, further research is required to determine the extent to which the text's original context and meaning have been successfully maintained. [ABSTRACT FROM AUTHOR]

Copyright of CIRCULO de Linguistica Aplicada a la Comunicacion is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Entramado is the property of Universidad Libre Seccional Cali and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of HOW: A Colombian Journal for Teachers of English is the property of Asociacion Colombiana de Profesores de Ingles and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Bulletin of Ablai Khan KazUIRandWL: Series 'Pedagogical Sciences' is the property of Kazakh Ablai Khan University of International Relations & World Languages and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Bulletin of Ablai Khan KazUIRandWL: Series 'Philological sciences' is the property of Kazakh Ablai Khan University of International Relations & World Languages and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Considering the influence of globalization and the dominance of English as the de facto language of scientific research, doctoral students in North Africa generally and in Morocco specifically face a certain linguistic discrimination hindering the visibility of their academic contributions. Therefore, they resort to translation from French into English as a survival strategy. Several studies have demonstrated that the advent of Artificial Intelligence-powered translation tools has proven effective in improving the quality of students' writing performance. The present study seeks to investigate the role of AI-powered translation tools in facilitating the composition of research articles, specifically within the pure sciences disciplines of physics, biology, chemistry, geology, and mathematics. Moreover, this paper aims to identify the AI tools preferred by doctoral students for translating and post-editing their articles. Besides, it sheds light on the perceptions of doctoral students and PhD holders regarding the utility of AI-powered language tools in enhancing the linguistic quality of research articles. The present research is quantitative. It takes the form of an online survey comprising 17 items. Moroccan doctoral students frequently use AI tools to translate from French to English and to enhance the quality of their English to meet academic writing standards. By exploring the effectiveness of AI-powered translation tools in overcoming linguistic barriers, this paper contributes to enhancing the visibility of Moroccan doctoral students' publications in the global scientific community. Finally, the findings can inform English language materials designers in Moroccan higher education to deeply understand the linguistic challenges encountered by doctoral students. [ABSTRACT FROM AUTHOR]

Copyright of Profile: Issues in Teachers' Professional Development is the property of Universidad Nacional de Colombia, Facultad de Ciencias Humanas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In the realm of Senior High School (SHS) education, mastering syntactical structure competence in academic writing plays a pivotal role in fostering effective communication and intellectual growth. This study investigates the level of syntactical structure competence of Grade 11 students from STEM and HUMSS strands across three private schools in Santiago City, Philippines. The research adopts a descriptive-correlational design to describe syntactical characteristics and explore potential correlations among variables. The methodology involved administering a teacher-made test to assess syntactical knowledge in areas such as transitional devices, subject-verb agreement and verb tenses. Data collection included a stratified random sample of 258 students, ensuring representation across various strata. Results indicate varying levels of syntactical competence among students, with significant challenges observed in specific grammatical rules. Statistical analysis revealed correlations between syntactical competence and demographic factors, highlighting areas for targeted instructional interventions. Findings underscore the importance of tailored educational materials to address syntactical deficiencies effectively. In conclusion, this study contributes to understanding the nuances of syntactical structure competence in academic writing among SHS students. By identifying areas of weakness and strengths, educators can develop contextualized instructional materials that enhance syntactical skills, thereby improving students' mastery of syntactical structure, academic writing proficiency and overall communication abilities. [ABSTRACT FROM AUTHOR]

Copyright of Cuaderno de Pedagogia Universitaria is the property of Pontificia Universidad Catolica Madre y Maestra and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Cuaderno de Pedagogia Universitaria is the property of Pontificia Universidad Catolica Madre y Maestra and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this paper, we report on how authors of academic writing in Chinese (AWC) refer to themselves as single authors in the area of language studies. We find that AWC writers rely on the 1st-person plural 我们 women "we," 3rd-person NPs such as 作者/笔者 zuozhe/bizhe "this author," and inanimate NPs such as 本文 benwen "this article/paper" for self-reference. Based on these findings and subsequent surveys of journal style guides and interviews of authors, we propose that (1) these self-referring expressions are a set of conventions; (2) the motivation for these conventions is modesty, a deep-routed value of Chinese society; and (3) these expressions serve as indexicals to the writers' identity of a modest scholar in the particular discursive context: the genre of academic writing. By so doing, our work links language use to social values, to identity studies, as well as to genre analysis, thus contributing to the literature in all these fields of investigation. [ABSTRACT FROM AUTHOR]

Subject–verb agreement is an overlooked grammatical aspect of Philippine English especially in academic registers. This study analyses Philippine English subject–verb agreement in published research articles (RAs) written by Filipino researchers across disciplines. Using Bautista's subject–verb agreement framework and D'Souza's criteria for linguistic innovation, disciplinary RAs were analyzed through manual coding and independent inter-coding. Being widespread, systematic, rule-governed, and formally and competently used, only the intervening prepositional phrase under verb-related agreement was consistently present across 11 qualitative and quantitative disciplinary RA sub-registers. It appears that this could be an acceptable Philippine English grammatical innovation in academic research writing across disciplines. The study yields implications for Philippine English itself, academic writing instructions, and academic research journals. [ABSTRACT FROM AUTHOR]

As one of the most prominent components of native -like language use, lexical bundles play a crucial role in academic texts. Considering the amount of written language produced by writers, this study explored lexical bundles in non -native and native academic reports. To that end, 100 sample reports of non -native and native writers taken from the Michigan Corpus of Upper - level Student Papers (MICUSP) were selected and analyzed to find non -native and native writers’ use of lexical bundles regarding frequency, structure, and function. Results indicated that native writers generally used a more extensive variety of lexical bundles in their reports. Regarding the structure of bundles, both non -native and native writers tended to employ more noun phrases with of-phrase fragments. In terms of the functions of bundles, both groups of writers tended to use more research -oriented bundles, followed by text -oriented and participant -oriented bundles, respectively. Findings highlight the value of fixed expressions in producing coherent academic texts by proficient writers, hence their importance in materials design and second language instruction. [ABSTRACT FROM AUTHOR]

Academic writing for publication is a challenging process for which academics are often ill-prepared. Being consistently successfully published in peer-reviewed publications is one measure of academic worth and scholarliness. Becoming a scholar is a rite of passage, an iterative process with liminal spaces, thresholds, transitions and transformations, which cannot be achieved without support, guidance and mentorship. We used collaborative autoethnography to describe the types of liminality we encountered as managers, facilitators, critical readers and editors of academic writing for publication capacity development events. We identified three facilitation features: that facilitators act as agents of disruption, that they provide a generative and safe holding space, and that balance and mutuality are foundational elements. Application of these three features by facilitators, supervisors or managers could contribute to providing transformational writing spaces and support at various university levels during the iterative process and journey of scholarship development. [ABSTRACT FROM AUTHOR]

Authorial stance in academic writing is one of the vital aspects that recognises the evolution of writing to a more context-rich discourse, accounting for writer-reader relationships. Despite the growing interest in diachronic studies on stance markers, only a few studies have considered how stance changed in the recent years in the context of English as a Second Language (henceforth ESL) writing specifically that of Filipino writers. Consequently, this quantitative research diachronically examined stance markers in published research articles of Filipino scholars in the applied linguistics discipline. Chi-square test revealed that the overall use of stance markers varies over the years. Specifically, there is a decline in boosters and attitude markers and an increase in hedges and self-mentions. The overall quantitative findings revealed that Filipinos are becoming less subjective in writing while showcasing idea ownership in writing. This study ends with implications of the findings for academic writing instructions among Filipino writers. Future research directions are likewise provided. [ABSTRACT FROM AUTHOR]

This article analyzes writing as a resource for scientific-academic production, in the training of professionals in Psychology and mental health. We will start from the notion of discursive ethos, in order to analyze the precise conditions for the formulation of research proposals in university students. For this, a didactic-pedagogical experience that included the implementation of surveys, with two work samples: first, a sample of 120 students from the Bachelor's degree in Psychology, from the Faculty of Psychology of La Plata; Secondly, a sample of 24 students from the same career at the Headquarters in the town of Chivilcoy. The survey, as a data collection technique, was administered in the practical work spaces, in order to collect resources necessary for the didactic-pedagogical planning of teaching the research methodology, and at the same time delimit the necessary strategies to strengthen students' academic writing. In this article we will consider the methodology, as a scientific discipline in itself, in which epistemological aspects typical of Psychology are combined, and technical aspects for data collection. Epistemological specificity is also related to the processes of academic reading and writing, firstly, through the characteristics that Bakhtin (1982) points out about academicscientific discourse, whose main objective is to provide information about an object of study., in a given field; Secondly, based on the definition of academic literacy proposed by Paula Carlino (2013, 2017), academic reading and writing contemplates disciplinary specificity. The author takes both the developments of the "writing across the curriculum" movement (Bazerman et al., 2005; Russell, 2002. In Carlino, 2013), and the contributions in Australia of "teaching writing in context", pointing out the importance of The epistemic function in academic writing. The main difficulties that students refer to when developing academic writing through the development of a field design proposal are then presented. We will also delimit the acquired resources, as academic literacy skills, through editing strategies of the different logical moments of the design of a research proposal. The article proposes some work resources to promote reading and writing strategies in the classroom context, in order to promote scientific-academic research skills in the field of Human Sciences, and Psychology in particular. [ABSTRACT FROM AUTHOR]

Praise and criticism have long been reported as central feedback designs in academic writing, yet their relative influences on students' reception have not been fully investigated. This study employed six feedback statements (2 valences * 3 writing areas) and collected students' (N = 56) ratings of each statement's perceived comprehension and usefulness. The results showed that while both feedback valences were well understood, praise was rated significantly higher than criticism in usefulness, especially for the abstract dimension of reasoning. The students also claimed that praise not only boosted motivation but also facilitated efforts to internalise and transfer the feedback knowledge. Suggestions were formulated to harness such emotional and cognitive advantages of praise in feedback design and academic writing pedagogy. [ABSTRACT FROM AUTHOR]

The Centre for Academic Writing at the trilingual (German-Italian-English) Free University of Bozen-Bolzano was created in 2021 as a means of supporting student writing at the institution and for carrying out research in academic writing and communication in plurilingual contexts. It offers a number of self-access services, specifically credit-bearing courses, writing groups, and a Helpdesk service. This paper provides an outline of these services, discussing challenges encountered, how they have been addressed and how the services have evolved as a result. It offers a particular focus on the Helpdesk service, with an analysis of the kinds of queries most commonly received from the students. The data suggests that students most frequently access the helpdesks having received negative feedback from a supervisor on their writing, and most generally have queries relating to structure and citations, with linguistic issues rarely addressed. [ABSTRACT FROM AUTHOR]

In the vigorous trend of international publication as a crucial research performance indicator, English claims the status of the uncontested global language of academic publishing. In this study, after providing a sketch of the policies of writing and publishing in English in Iran (reflected in national policy documents and university bylaws), we probe the perspectives of nine Iranian higher education policy experts about these policies through semi-structured interviews. The findings reveal that while policy documents indicate strong orientations in favor of publishing in English, the main justifications behind these policies appear to be vague ideas of demonstrating local academic capabilities and winning international reputation. However, the participants admit that ignoring the peculiarities of different academic fields and neglecting real-life research concerns while overemphasizing the number of research products are the main pitfalls of the policies. Their view of these problems and their suggested solutions indicate little consideration of the concern over the dominance of English in the world today. We discuss some aspects of this concern in relation to the neocolonial status of English in non-Anglophone countries where other languages and cultures can be overshadowed by a dominant so-called global academic lingua franca. [ABSTRACT FROM AUTHOR]

Copyright of Adab Al-Kufa is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Digital Education Review is the property of University of Barcelona, Virtual Teaching & Learning Research Group and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Academic writing skills are essential in the context of teacher education programs, as this career path is directly linked to the academic field. The current study seeks to investigate the knowledge and academic writing abilities of Thai EFL preservice teachers, to enhance their academic writing skills, to explore their perceptions of ideal teaching and learning approaches, and to design an Academic Writing Teaching Model tailored to the specific context of Thai EFL preservice teachers. The research design employed a quasi-experimental approach and purposive sampling to gather both quantitative and qualitative data from forty-six participants who had completed at least one semester of teacher training. Research ethics were obtained before conducting the pretest, followed by a six-week treatment, with the final draft serving as the posttest. The results indicated that, based on a rubric, the participants' knowledge and abilities in terms of logic, grammar, and lexical usage were initially low. However, after implementing the Gradual Release Model and Scaffolding Approach, the posttest scores showed significant improvement with a p-value of 0.01. Furthermore, the study revealed that Thai EFL preservice teachers favored teaching and learning approaches such as Communicative Language Teaching and Game-based Learning. These approaches emphasized real-life situations, meaningful interaction, communication, and enjoyment. Notably, there was minimal mention of grammatical practices and instructions, possibly indicating a reluctance to engage with grammar. Overall, the findings suggest that the Gradual Release Model and Scaffolding Approach can positively impact the academic writing skills of Thai EFL preservice teachers. [ABSTRACT FROM AUTHOR]

Research articles are a primary medium for scholars to communicate with disciplinary community, but there is little evidence suggesting how much writing practices on different research subjects within a discipline diverge in a single journal. This study remedies the oversight by comparing the use of interactive metadiscourse in the papers of Applied Linguistics on language acquisition and discourse analysis. Based on a corpus of 30 research articles on each research subject, results show that writers in language acquisition make a significantly more frequent use of additive and consequential transitional markers, reformulators, and non-integral citations. However, discourse analysts prefer to invest in exemplifiers, linear and non-linear references and topic shifts. All the differences can be attributable to the characteristics of disciplinary research paradigms, which lead to different knowledge-making and interactive patterns in academic writing. The findings offer empirical evidence to the rhetorical function of metadiscourse in constructing disciplinary knowledge, and raise pedagogical implications for EAP instructors to help scholars in applied linguistics increase international publications. [ABSTRACT FROM AUTHOR]

BACKGROUND: Studies have documented that utilizing peer feedback can enhance students English academic writing skills. Little is known, however, about the effects of incorporating peer feedback to enhance English as a second language (L2) medical students academic writing performance. METHODS: This longitudinal interventional study examines Chinese medical students English academic writing skills development via peer feedback in four parallel classes over an 18-week semester between the experimental and control groups (n = 124). RESULTS: Significant increases in the experimental groups performance in the post-test were found after 18-week instructions (pre- vs. post-test: overall score, p

MyFeedback is an online feedback service run by the academic tutoring team at the University of East London (UEL). The service provides a formative type of feedback on the academic writing of students based on drafts they upload to a digital inbox. The service is a differentiating support mechanism that complements the one-to-one guidance provided by the academic writing tutors. This is possible by training and supervising students (online feedback initiators) to provide reviews of assignment drafts. In this ALDCon24 workshop, we discussed how the development and operation of the service has thrived through a partnership between learning developers and students, and thus establishing a community of practice (Wenger, 1998) of shared learning and vision. We provided insights into the working model and the ways in which students become partners and occasionally co-creators. We highlighted the opportunities and benefits that are shared among all those involved and the roles they assume. Student users of the service engage in a self-regulated learning experience (Nicol and Macfarlane-Dick, 2006) enacted by their repeated exposure to peer feedback interactions that is underpinned by pedagogical principles, such as the zone of proximal development (Vygotsky, 1978) and differentiation, for example in Tomlinson (2001). Tutors and student partners collaborate to consolidate their feedback mechanisms by bringing together teaching expertise, fresh enthusiasm, first-hand student experiences, and a sense of belonging, inclusivity and collaboration. At the same time, tutors direct their capacity efficiently to students who can benefit more from a live dialogue based on their assessment at hand.

The launch of Open AI’s ChatGPT in 2022 caused a furore within higher education. While initial reactions were negative – educators imagined the end of the undergraduate essay and an acceleration in academic integrity departures – more recent conversations have emphasised how these tools might enhance teaching and learning experiences. This paper explores one possibility for approaching student use of generative artificial intelligence (GenAI) tools, by considering their use in relation to academic skill development. It focuses on a set of workshops conducted within a graduate professional development course at Queen’s University (Canada) in early 2024. The first workshop examined commonalities in Western, English academic writing structures; identified how demystifying these structures supports academic writing and reading practices; and considered how GenAI tools that utilise large language models (LLMs) mimic these structures to enhance students’ awareness of GenAI’s potential applications and limitations, and to identify the processes inherent in academic work. In the second workshop, students critiqued discipline-specific examples of AI-generated academic assignments. By exploring the qualities of academic writing alongside GenAI outputs, the workshop series invited students to explore the possibilities of what might be achieved through human-AI collaboration and to articulate what can never be replicated by a tool without embodied knowledge. This paper presented this set of workshops as a possible model for discussing GenAI tools with students—a model that demonstrates how GenAI tools might be integrated into students’ academic practices in ways that are ethical and effortful and which support, rather than stifle, student creativity.

The presentation explored how diagnostic testing can be used to provide individualised academic writing support to large student cohorts. Academic writing is a key part of most university courses, yet many students lack confidence with written expression (Busby and Malone, 2023). Both international and home students often struggle with basic aspects of written English, such as grammar, punctuation, and sentence structure (Jefferies et al., 2018). Diagnostic testing has been widely used across higher education. In most cases, however, diagnostic assessments of writing are made by manually marking student submissions (Palmer et al., 2014; Xie, 2017; Shahsavar and Asil, 2019), which is too workload-intensive for a large cohort (Farrell and Leung, 2004). The ‘Writing for Success’ diagnostic tool, developed at the University of Dundee, provides students in the School of Health Sciences with personalised support through a self-marking diagnostic quiz. Students answer questions concerning basic writing skills, receive feedback on their strengths and weaknesses across eight competencies, then develop their skills through eight self-directed online modules. This presentation drew upon data from surveys and focus groups with both students and staff to evaluate the extent to which the diagnostic tool impacts students’ writing abilities and academic confidence. It included practical suggestions for writing clear diagnostic questions and administering the diagnostic to a large cohort. The presentation also discussed the importance of academic involvement from inception to evaluation. Throughout, the presentation offered ‘lessons learnt’ to support learning developers considering adopting a diagnostic approach.

Exemplars of student work can help demystify the critical, rhetorical, and linguistic expectations that underpin academic writing. Marking criteria, no matter how plainly expressed, are necessarily abstract and so may seem remote—even opaque—to our students. Seeing ‘critical thinking’, ‘breadth of research’, or ‘clear expression’ exemplified in a piece of student writing can make the conceptual concrete. Certainly, research attests to the power of student exemplars in making tacit knowledge about academic writing visible and making disciplinary notions of quality clear (see, for instance, Handley and Williams, 2011; Hendry, Bromberger and Armstrong, 2012; Wingate, 2015; To and Carless, 2016). This paper began by tracing the conceptual evolution of First Ink from its origins in an internal proposal paper in 2014 to the idea of a website that combines the engaging properties of a student magazine with the educational benefits of a learning resource. First Ink 2024 offers a range of first-class undergraduate writing across different genres in the Arts and Humanities. The magazine invites readers to discover the stories behind the writing through author interviews, essay commentaries, podcasts, lecturer advice, and other resources that shed light on the craft of good writing—what it looks like on the page, what inspired it, and how it was put together. Following an account of how the magazine was developed by a staff-student team in the summers of 2022 and 2023, the presentation reflected on several issues related to co-creation, exemplar selection, student engagement, the representation of diverse voices, funding, and sustainability.

Academic writing is central to assessment in UK universities (Goodfellow, 2005). The emergence of easily accessible generative artificial intelligence (GenAI) tools took the sector by storm, with some voices raising critical concerns about academic integrity and the de-skilling of writing, while others pointed to the developmental and time-saving opportunities these tools can offer (OpenAI, 2023; UNESCO, 2023). This presentation reflected on the author’s experience of designing and delivering a workshop on ‘Introduction to proofreading techniques using AI tools’. The workshop was developed as part of a broader Academic Innovation Project designed to support the developmental and ethical use of GenAI tools by student writers at one institution in line with internal and emerging sector policies (such as Russell Group, 2023). The presentation outlined the workshop plan, including learning outcomes and sample activities, alongside highlighting some of the challenges experienced during the design process. It also offered critical insights into the delivery and impact on student learning, with reference to the author’s reflections as well as student engagement and feedback. A major challenge that can be transferable to other pedagogical uses of GenAI tools was the difficulty in navigating the thin line between, on the one hand, encouraging workshop participants to experiment with a range of tools in a safe learning space and, on the other hand, raising their awareness of the ethical implications and potential risks that over-reliance on such tools may pose to their learning, particularly the development of their academic writing.

Background: The aim of academic writing is to effectively communicate and disseminate new knowledge and discoveries through the clear and concise expression of scientific ideas, highlighting the importance of being both brief and thorough in academic writing. The quality of this type of writing is under question. There are various sources that degrade the clarity and quality of writing. One of these aspects is redundancy, there are studies examining redundancy in written texts, however, redundancy in academic writing has received little attention. So far, there is no common understanding of the problem in academic writing, nor a common classification, nor a clear description of the causes of this phenomenon and its effects on the quality of academic texts. Purpose: To map the existing literature on text redundancy, exploring its definitions and types, investigate the factors contributing to redundancy in academic writing, Furthermore, the article seeks to assess the impact of text redundancy on the clarity, coherence, and overall quality of academic communication. Materials and Methods: The Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) guidelines and the “PCC” mnemonic (Population, Context, Concept) were applied for inclusion and exclusion criteria were utilized. A literature search was carried out in June 2024. Employing a detailed search strategy, the review engaged two electronic databases – Scopus and Google Scholar, initially identifying 252 studies. Results: 65 English-language studies addressing the text redundancy were included in the review. The synthesis of the selected research revealed that redundancy is perceived differently: as a phenomenon that reduces the quality and comprehension of the text; and a strategy that makes the text understandable and explicit. Different classification of redundancy were presented: by mode of redundancy expression and repetition, by nature, and by its role and impact. The functions and impact on academic written communication redundancy were reviewed. Conclusion: This review explores the dual nature of text redundancy in communication, particularly within academic writing. It highlights that redundancy can enhance comprehension by reinforcing key ideas or hinder communication through excessive repetition. The study classifies redundancy into three categories: functional (beneficial), wordiness (excessive), and contextual redundancy, providing a framework for writers to manage redundancy effectively. The article emphasises the importance of balancing necessary repetition with conciseness to maintain clarity and reader engagement, as excessive redundancy may lead to reader fatigue.

Background. Academic writing for publication (AWforP) has recently come to the fore because of the critical importance of scholarly publication to academia. A review of the scientific literature on AWforP found that it is underdeveloped and lacks comprehensive frameworks and models for AWforP challenges, AWforP strategies, or both. Purpose. To contribute to bridging these gaps, this article aims to summarize and map the AWforP challenges and AWforP strategies identified in the scholarly empirical literature. Method. A systematic Scopus/WoS literature review was used for data collection, identifying 15 relevant sources (n, sample size). Data were analyzed and summarized by deduction and meta-analysis based on chi-square heterogeneity test and meta-regression, then mapped by induction and K-means clustering. Results. First, 31 challenges to AWforP and 36 strategies for AWforP were detected. Second, an original classification of AWforP challenges was introduced. The taxonomy of academic writing strategies was expanded with AWforP strategies. Third, AWforP challenges/strategies were ranked based on their frequency of mention in the sample. Semantic difficulties were the most prevalent challenge, and attending academic writing courses was the most advised strategy. Fourth, through meta-analysis, the sample was found to be moderately statistically heterogeneous (I2=60.97%), and the summary effect size was positive and statistically significant. Fifth, the sampled sources were mapped into five clusters based on the country of researchers studied (SSE=10.511). Conclusion. This article conceptualizes empirical research on AWforP challenges and AWforP strategies by identifying, comprehensively systematizing, summarizing, and mapping them. Implementing the proposed taxonomy of AWforP challenges/strategies under the identified cluster specifics in strategic research planning and control practices would improve researchers’ publication activity and research management effectiveness at the university and national levels.

Background: Plagiarism is a serious academic misconduct demanding mitigation to uphold the integrity of original work. Undeniably, with the advancement of technological age, plagiarising becomes easier and harder to detect. However, the reliance on technology significantly rises the likelihood of fostering academic dishonesty among the students. Therefore, it is imperative to disseminate explicit education on plagiarism reduction strategies, particularly on the importance of mastering correct referencing techniques. Purpose: The present study applied a mixed-method approach to explore the effectiveness of an intervention called Educational Intervention (EI) on enhancing ESL students’ academic referencing skills namely in in-text citation abilities, paraphrasing skills and writing reference list using APA style. Method: The EI consisted of explicit instruction that involved structured teaching sessions integrated with two primary instructional strategies: lectures and practical exercises on referencing in academic writing. A total of 70 participants participated in the study. Data collection involved administering tests, assigning exercises and assignments, and conducting focus group interviews. The study utilised a quasi-experimental design to analyse the effectiveness of the intervention. Quantitative data were analysed using one-way ANOVA and paired sample t-test to assess the effectiveness of the EI. Qualitative data were examined through thematic analysis to explore participants’ experiences and perceptions. Results: Data analyses of the plagiarism test indicated that the experimental group showed significantly greater improvements in referencing skills compared to the control group, with statistical significance at p

Background: Writing means communication through words whereas academic writing means making careful use of words to communicate ideas to a range of readers and audiences. Therefore, academic writing reflects specificities related to audience, context/discipline and purpose of the use. These specificities result in ample differences in terms of language use. Purpose: This study investigates disciplinary variation in the use of different syntactic (i.e., clausal, intermediate and phrasal) features in academic writing produced by the Pakistani advanced writers of English as an L2 specializing in different disciplines of arts and humanities, life sciences, physical sciences and social sciences. Method: For the said purpose, the corpus has been developed from dissertation texts produced by the Pakistani doctoral candidates from 16 academic disciplines of four disciplinary divisions. The analysis has been performed using AntConc Software after tagging with Multidimensional Analysis, and TagAnt Taggers. Results: The results reveal mixed findings. On the one hand, the results show variation in the use of syntactic features that is observed to be marked by the difference in the frequency of the different types of the said features across disciplines. On the other hand, the results show a similarity in the use of syntactic features that has been evidenced by the finding that the most and least frequently used features are identical across disciplines. Conclusion: These results suggest both heterogeneity and homogeneity in the use of syntactic features by the Pakistani advanced L2 academic writers. The results of this study have implications for educators, policy makers, and syllabus designers to ensure discipline-specific instruction, and incorporation of the discipline-specific syntactic features into the academic curricula for supporting academic writing development skills in the students particularly at the advanced level of education.

A major challenge for second language learners on academic programmes is how they develop their writing abilities. This study uses the framework of process writing (Flower & Hayes, 1981; Hayes, 2012) and an autoethnographic research design data construction (Starfield, 2020; Yazan et al., 2020) to explore how one-second language learner changed how they planned their assignments and responded to feedback from their tutors on a one-year MA programme. Working with a critical friend, the author-researcher draws on six data sets: assignment briefs, guidance provided by lecturers, the author/researcher’s outlines/plans for the assignments with comments from lecturers, notes on journal articles and textbooks, feedback from lecturers and personal reflections on the writing process. The author/researcher’s development became more sophisticated in locating/ using sources and structuring her writing with language feedback impacting writing strategies rather than language knowledge. Her writing development was influenced by contextual features, particularly non-academic factors that limited the time she had for writing, and the structure of the assessment on her programme scaffolded her writing in terms of increasing the length of assignments and the use of the author/researcher’s own experience.

The awarding gap between UK-domiciled full-time Black and white students is a significant problem at HE institutions across the country. This paper examines a case study of a dissertation writing retreat programme which sought to address this awarding gap at a university in the south of England. The programme was based on an innovative ‘three Cs’ framework which focused on three core areas: Community, Culture, and Curriculum. Inspired by the community-building and curriculum elements of the framework, the programme built trust and collaboration between specialists and students, aiming to empower Black students to excel in one of the most important and impactful aspects of their degree, whilst also providing them with a space to engage positively with their peers and the wider university community.

The correct use of collocations and prepositions plays an essential role in writing. Previous research has demonstrated that students, who master these lexical elements, have a better language awareness, improve their reading and listening comprehension, and are more creative when making a composition. However, little specific work has been done in this regard in Colombia, especially with adolescents. This action research study explores the affordances of a corpus in English as a foreign language writing of fourteen students at the high school level. Surveys, teacher’s journals, and classroom artifacts were used to collect data. Findings show that the corpus contributed positively to L2 writing in two ways. The participants could self-correct their mistakes associated with the use of collocations and prepositions, and the tool amplified participants’ autonomy, decision-making, and data analysis skills. Although a corpus represents an alternative for error correction processes, it requires a well-structured instructional design process to deal with difficulties related to the use of commands derived from using a corpus-based strategy.