Academic Language Research Articles

The Impact of Game-Based Learning (GBL) on EFL Learners’ Buoyancy, Directed Motivational Currents (DMCS), and Language Learning

The teaching approach of game-based learning emphasizes the creation, improvement, and use of games for educational purposes and training to achieve specific learning goals. A quasi-experimental research study using quantitative methods was conducted to investigate the impact of Game-Based Learning on the academic resilience, Directed Motivational Currents, and language learning of English as Foreign Language (EFL) Learners. The study involved 30 pre-intermediate students from two classes at the Iran-Europe Language Institute in Tehran, with one class assigned to the experimental group and the other to the control group. To provide a baseline for comparison, the experimental group participated in game-based learning, while the control group received traditional education devoid of any game-based activities. In effect, the experimental group engaged in digital and non-digital games related to vocabulary, grammar, and other language components alongside with some real-time quizzes, whereas the control group adhered to traditional teaching procedure in instruction, revision, and mainstream quizzes, in a non-gamified context. Data were collected using the L2 Buoyancy Questionnaire and the Persian version of the Dynamic online DMC Disposition Questionnaire. Results indicated statistically significant improvements in the experimental group`s academic buoyancy, DMC, and language proficiency with effect sizes of 1.96, 0.71.272, and 0.585 respectively, compared to the control group. Derived from these findings, teachers are recommended to integrate game-based learning by incorporating interactive language tasks such as digital simulation or vocabulary games into their lesson plans, helping the students engage more with the material effectively. Furthermore, educational institutions and administrators can elevate students' knowledge quality by incorporating game-based instruction into curricula, by providing structured gamified tasks aligned with curriculum objectives to make learning more effective and engaging.

Navigating the Development of English Language Skills in Higher Education

Abstract Academic English proficiency is an essential key towards success in higher education, more especially for non-native speakers of English. This review paper aims to discuss how academic English proficiency contributes to successful academic performance and integration within the academic community. Challenges experienced by non-native speakers-such as language barriers, cultural differences-and strategies to improve proficiency in the English language, for instance, through academic language courses, support services, and technology hand-in-hand were also discussed. Overall findings from recent studies were synchronized in the paper to reveal the critical importance of English proficiency to academic performance and recommend practicable measures by higher education institutions for supporting their students. Finally, the review points to existing gaps in research, suggesting directions for future investigation that are likely to contribute to improving academic English proficiency and hence its impact on success in higher education.

Exploring the Role of Early Diagnosis of Hearing Loss in Children and Its Impact on Educational Outcomes, Language Development, and Social Integration in Special Education Settings

The study explores the impact of early diagnosis of hearing loss on children's educational outcomes, language development, and social integration in special education settings. The research involved 150 children with early hearing loss, comparing the differences between early diagnosis (0-2 years) and late diagnosis (more than 2 years after birth). A quantitative research design was employed, using standardized test scores, teacher assessments, speech development tests, and social interaction surveys for data collection. The findings show that early diagnosis positively influences academic performance, language development, and peer interactions. Children diagnosed early demonstrated better academic outcomes (p < 0.05), more advanced language skills (p < 0.05), and improved social interactions (p < 0.05) compared to those diagnosed later. A strong positive correlation was found between early diagnosis and the effectiveness of support services (r = 0.65, p < 0.05). These results emphasize the importance of early intervention and robust support systems for children with hearing loss, highlighting the need for expanded newborn hearing screening programs and improvements in educational practices. Further research is recommended on long-term outcomes, the role of assistive technologies, and the influence of family involvement on improving outcomes following early diagnosis.

PRACTICAL CONSIDERATIONS FOR PROMOTING THE KEY QUALIFICATION OF SCIENTIFIC TEXT PRODUCTION

Preparation for professional practice and dealing with communicative challenges in the context of academic and professional mobility ensure – beyond academic education – a wide range of courses for job-related language support at language schools. This article takes a look at the special knowledge and skills required in the university communication environment in order to highlight some of the challenges of acquiring German as an academic language and to emphasize the importance of writing support during studies, based on the importance of academic writing skills as a teaching and learning objective.

EMI in Chinese Universities from the Perspective of Students

This study reviews the use of English as a Medium of Instruction (EMI) in higher education, particularly focusing on its implementation in non-English-speaking countries like China. EMI is increasingly adopted worldwide as a strategy for internationalization, offering students access to global academic resources and improving their English proficiency. However, challenges remain, including language barriers for both students and teachers, which can impact the quality of learning and teaching. The research explores how EMI influences students' academic performance and language skills, identifies factors affecting learning experiences, and discusses strategies for adapting to EMI. It also offers suggestions for improving EMI programs, emphasizing the need for standardized pronunciation, increased language support, and more opportunities for interaction. This review concludes by highlighting the importance of balancing language and content instruction in EMI to enhance its effectiveness globally.

Navigating Academic Language in English Medium Instruction (EMI) Science Classrooms in Hong Kong

The use of English to teach content subjects is a growing phenomenon in schools around the world. However, many content teachers in English medium instruction (EMI) classrooms are unsure of the extent to which they should focus on academic language while teaching their subjects. Should they focus on content and not be overly concerned about language, or should they put more emphasis on fostering students’ academic language skills? This study explored the role of academic language in EMI science classrooms from the perspective of secondary teachers and students in Hong Kong through the lens of Systematic Functional Linguistics (SFL) and a sociocultural approach to academic language. Interviews and focus group discussions were conducted with 10 teachers and 50 students, respectively. The results reveal the participants’ attitudes towards academic language in science learning, report relevant practices, and highlight the challenges and coping strategies for teaching and learning academic language in science classrooms. The data shows that the participating teachers and students all had a preference for teaching and learning science content over language. The teachers expressed concerns regarding their students’ limited academic English proficiency for effective communication during science lessons. However, the students focused overwhelmingly on their lack of vocabulary knowledge. Both groups also demonstrated a lack of effective strategies to improve academic English abilities necessary for authentic communication during science learning. The implications of the value of using different registers of English to facilitate EMI science learning are discussed.

Christmas article: Importance of seniority and daily variation for the flattening of academic medical language

In the medical community Greek and Latin form a cornerstone of our daily professional communication. The use of correct terminology is under pressure, although the extent of incorrect terminology is unknown, particularly regarding the Greek suffix »-itis«, which indicates inflammation. It has been observed that the correct »-itis« suffix is being reduced to »-it« (e.g., »hepatitis« vs. »hepatit«). We investigated the extent of this based on observations from medical conferences in the Department of Hepatology and Gastroenterology at Aarhus University Hospital, Denmark. Senior doctors more often use »-itis« correctly compared to junior doctors (59 vs. 39%), but there is generally room for improvement in both groups. A significant difference is observed between morning and midday conferences, with more errors occurring in the morning. There is a tendency toward a reduction in the use of the »-itis« suffix, which can negatively impact clinical communication and patient safety. The study suggests targeted efforts to maintain correct linguistic practices in clinical settings. None, con amore. Not relevant.

Role of Teacher’s Feedback in Master’s Level Thesis Writing

This study explores the pivotal role of teacher’s feedback and guidance in facilitating the accomplishment of thesis writing, identifying and analyzing common benefits or challenges faced by masters level students incorporating teacher feedback into their thesis writingprocess. This study is employed based on qualitative research principles, using a narrative inquiry approach. For this, I collected the data taking unstructured interview with the three purposively selected students, involved in Masters level thesis writing from TribhuvanUniversity (TU) affiliated universities. The collected information was thematically analyzed and interpreted using inductive approach of data analysis. The findings of the study reveal that the teacher feedback on the completion of the master’s thesis assumes many-sided traits. First, it greatly enhances the students’ academic writing skills by providing them with definite and workable guidelines on improving their writing skills. These include feedback on structure, coherence, argumentation, and proper use of academic language—all prime necessities for writing a good quality thesis. Second, teacher feedback enables knowledge acquisition through social interaction. This is usually followed by feedback discussion between the teacher and the learner, whereby learners can clarify their understanding of difficult concepts or get guidelines pertaining to the research methodology or even fine-tune ideas. Such interaction not only helps in the acquisition of knowledge but also in developing critical thinking skills. Thirdly, the research showed that teacher feedback begets self-invention—a process wherein learners began to believe more in themselves, and their sense of academic identity became stronger.This is significant in the context of writing a thesis, where independent research by students is expected, and they are supposed to add original ideas in the subject area. This research finally concludes that the relationship between the teacher and the student during the thesis writing process is, in itself, one of transformation. It is not only the quality of the thesis that is affected by this bond, but it has a telling effect on the overall academic and personal growth of the student. Teachers give constructive feedback, thus influencing the waya student approaches learning, research, and writing. Indeed, the findings of this study point to the importance of the nature of the communicative relationship between the teacher and student, and it is suggested that institutions be aware of the necessity of having a context that fosters positive, supportive relationships between students and their supervisors.

Steering toward situational propensity/shi 势: A multicase study of planning and developing EFL writing centres in China

Compared with the abundant scholarship on tutor-student interactions during writing centre tutorials, little research has investigated the planning and development of English as a Foreign Language (EFL) writing centres with consideration of specific sociopolitical contexts. From the perspective of academic language policy and planning (ALPP), this study compared the planning and the (failure of) sustainable development of three Chinese writing centres—two thriving ones and a closed one—through the lens of agency and by drawing on an indigenous Chinese notion of shi (势, situational propensity). With a shi-inflected agency framework, we analysed interview and document data from three groups of actors: writing centre directors, tutors, and tutees. Our findings uncovered intriguing insights into shi-inflected agency in planning and developing EFL writing centres: two operational strategies were identified for writing centre ALPP (noting and following shi, and creating shi), highlighting the importance of (1) aligning with macro-level shi and integrating it with meso- and micro-level shi, and (2) managing yin-yang alternations to transform constraints into affordances. Implications are duly provided for international writing centres and L2 writing support practitioners in EFL contexts across the globe.

Bilingual Learning for Young Children

This study examines the impact of immersion education on the native language (L1) proficiency of adolescent bilingual learners. Immersion education, where most academic instruction is provided in a second language (L2), aims to foster bilingualism while achieving academic competence. However, there are concerns about the effect of this educational model on learners' L1 development, particularly during adolescencea critical period for cognitive and academic language growth. Drawing from existing research on bilingualism and immersion education, this paper explores the balance between L2 acquisition and L1 maintenance. It emphasizes the role of home language support, school environment, and broader sociocultural contexts in shaping language outcomes. The findings suggest that while immersion programs are effective in promoting L2 proficiency, they may lead to a decline in L1 academic skills unless deliberate efforts are made to support L1 development. Key factors influencing L1 maintenance include the amount of L1 exposure, parental and community support, societal attitudes towards bilingualism, and specific classroom practices that integrate L1 use. This study underscores the importance of balanced bilingualism, where both L1 and L2 are valued, and provides practical implications for educators and policymakers to create supportive environments for adolescent bilingual learners.

Challenges for being self-directed in content and language integrated learning with instructional videos

Self-directed skills are crucial for video-based learning as learners often need to manage their pace, set goals, and engage with content independently. While much research focuses on the effectiveness of design and design principles in facilitating self-directed learning (SDL) in multimedia environments, boundary conditions arise due to the highly individualized and unique nature of each learning trajectory. This paper reports the findings of a case study involving five university students who speak English as an additional language (EAL). It explores the difficulties they faced while learning mathematics with instructional videos and the approaches they used to address these challenges in the context of Content and Language Integrated Learning (CLIL). Findings from video-stimulated recall (VSR) and semi-structured interviews reveal that language issues influenced and drove many decisions in their self-directed learning paths. Notably, the challenges of grasping academic language and terminology led participants to spend considerable time and effort on navigating video designs to aid language comprehension and on seeking extra resources to better understand the lectures. However, the lack of timely feedback and expert guidance posed further challenges for these EAL learners in identifying their knowledge gaps, thereby complicating the search for resources appropriate to their language and academic levels.

(Un-)persönliches Schreiben in der Wissenschaftssprache? Eine vergleichende quantitative Studie zu deutschen und polnischen Doktorarbeiten aus der Germanistik

This paper deals with agent demotion and self reference in German as an academic language used by non-native speakers. It examines two comparative corpora consisting of German language dissertations written by L1 speakers from Germany and Austria and L2 speakers from Poland. Significant differences between the two groups are detected regarding the use of different types of agent demotion. These differences may be explained based on the different linguistic and cultural backgrounds of the authors. To complement these statistical findings, the paper also examines some forms of non-standard language use by the L2 speakers that may be traced to Polish influence. A comparison with two previous studies with bachelor and master theses shows that rare constructions increase in terms of type frequency among the Polish students. Moreover, on both sides there are developments in language usage that seem to be connected with an increase in academic expertise.

Primary school teachers’ views on language-responsive physical education

Language-responsive teaching aims to promote pupils’ participation opportunities by enabling them to acquire general academic language skills. It is assumed that the acquisition of academic language competencies must be accompanied and supported by the entire school and all school subjects. Yet, the idea of language-responsive Physical Education (PE) seems to be taken up only reluctantly in the current subject didactic and academic discourse. Thus, it is the aim of this article to contribute to bringing this topic into focus. The possibilities and limitations of language-responsive teaching in PE are examined from the teachers’ point of view. Special attention is paid to pupils facing language-barriers, as it is essential for this group to receive extra support to avoid educational disadvantages. Language education in PE has been a rather marginalized topic – much in contrast to the more recent discourse on general education and its crucial role for long-term academic and socio-economic success. It has been argued that the potential for language-building in PE has not been exploited satisfactorily. The observation that the idea of language-responsive PE has received little attention, despite its promising potential, begs the question of possible reasons. The following inquiry therefore investigates the perspectives of PE teachers on language-responsive teaching. The study consisted of 26 qualitative interviews with primary school teachers and aimed to generate insights into the importance attached to language teaching in PE in general (a), and its relevance for pupils’ participation in PE as well as for creating equal educational opportunities (b). Moreover, the study explores subject-specific potentials and challenges for language-responsive teaching faced by teachers with respect to pupils with special needs in language and communication or non-native speakers who have difficulties in understanding the language of instruction (c).

Parental Involvement on Children's Educational Achievement: A Scoping Review

Parental involvement is vital in developing individual empowerment and improving the community through education. The scoping review investigates the various kinds and intensities of parental involvement and how they affect children's learning results in various situations. It looks for trends, oversights, and inconsistencies in this collection of research, providing a comprehensive understanding of how various parental involvement strategies impact children's academic progress and language learning. The PRISMA criteria and the Arksey and O'Malley framework are followed to finalize the review. The research includes studies between 2020 and 2024, emphasizing various geographic areas and research styles, including mixed, qualitative, and quantitative approaches. Parental Involvement at Home and School, Language and Skill Development, Academic Support and Learning Activities, and Decision Making are the categories under which the review divides parental involvement. It highlights each type's substantial effects on kids' academic performance. The review also includes the time limits and socioeconomic issues that affect parental involvement which then link to the importance of parental involvement to children's academic performance and it diversities. To promote effective parental engagement in a variety of socioeconomic and educational contexts, it highlights the need for unique strategies and suggests collaboration between parents and educators.

Academic language use in middle school informational writing.

Learning to write the complex academic language (AL) associated with a discipline (like science) is a critical task in education, with middle school being a key developmental period. However, we need more research to guide how we assess students' learning to write AL, especially if we want to create assessment that guides more effective instruction. We evaluated middle school students' informational writing for six different measures of AL to determine which ones were most strongly related to writing quality and were most indicative of the unique features of informational writing. We also examined which metrics were sensitive to growth across middle school. Our sample consists of informational compositions from 285 students in Grade 5 (n = 175) and Grade 8 (n = 110) in a Midwestern state in the United States. Path modelling was used to determine the degree to which the AL metrics are associated with writing quality and narrativity in each grade. Overall, the six measures of AL explained 70% of the variance in students' writing quality. We found that a new measure, number of long words, outperformed other more established measures at the word level and should be used in assessment of informational writing quality. We also found that automated scores at the sentence level better detected development across middle school grade levels than typical rubrics of writing quality. Results provide promising avenues for the assessment of malleable aspects of AL in middle school informational writing.

DEVELOPING MASTER’S STUDENTS’ HARD SKILLS THROUGH ACADEMIC FOREIGN LANGUAGE COURSE

Graduate education, particularly at the Master’s level, is characterized by a dual focus: fostering essential soft skills while cultivating specialized knowledge. The study highlights the role of Academic Foreign Language Course in equipping students of non-linguistic specialities with intrapersonal skills and foreign language communicative competence while studying the Course themes.The steps of integrating the hard skills development into AFL Course and factors influencing their fostering have been presented.

In defense of obscure academic writing

There has been a backlash against academic writing in the humanities that can be found in popular culture at least since the 1990s. By considering a selection of arguments from critics of academic writing in the humanities, I then defend a certain kind of ‘obscurity’ or ‘difficulty’ in scholarly prose by developing a concise genealogy of obscure academic writing. This paper develops the notion that an ‘uncommon sense’ should be situated against ‘common sense’ to unveil an assumed ‘world’ or ‘reality’ alongside the structural formations of that which is considered ‘useful’ language. Often, complicated academic language grapples with the intrinsic complexity that is hidden behind ‘simple’ ideas.

The four strands: A simplified approach to SLA for CLIL

AbstractWhile it is widely accepted that language teachers require knowledge of second language acquisition (SLA) (Richards, 2010), what about content teachers, who are increasingly required to help develop their learners' academic language proficiency? How much do they need to know about SLA theories and how can they acquire such knowledge and expertise? This article proposes P. Nation's (2007) four strands framework as a straightforward and accessible model for content and language integrated learning (CLIL) teachers to address the challenge of balancing content and language instruction, a common concern within CLIL programs. The article begins by looking at two well‐known CLIL teacher competence frameworks. It then raises questions about the extent to which CLIL teachers need to master aspects of pedagogical content knowledge about SLA. The authors argue that while CLIL teachers do indeed need knowledge of how languages are learned and of SLA‐informed approaches to developing learners' second language (L2) proficiency, questions about just how much SLA knowledge CLIL teachers need and how they can be equipped with this knowledge remain unanswered. By delineating language learning opportunities into the four strands framework—meaning‐focused input, meaning‐focused output, language‐focused learning, and fluency development—the authors illustrate how this framework offers a practical guide for integrating language and content education effectively in CLIL and bilingual education contexts. The article ends with a presentation of three principles to help CLIL teachers achieve both the content and language teaching objectives of CLIL.

Academic Staff Perceptions on Graduate Students’ Attitudes towards Academic Writing and Research in Selected Public Universities in Uganda

The study aimed to find out academic staff perceptions of graduate students’ attitudes towards academic writing and research skills in selected Public Universities in Uganda. It employed a phenomenological design and a qualitative approach. Graduate students, academic staff, and academic administrative staff as the study population. Study participants depended on the saturation of the findings collected. These participants were selected using a purposive sampling technique. Data from academic administrative staff and academic staff were collected using an interview guide. A focus group discussion guide for graduate students was the second data collection tool. Data were analysed using the thematic data analysis technique. Results showed that academic staff perceptions of graduate students’ attitudes on academic writing and research skills were negative. Negative perceptions were recorded on the generation of research ideas, enthusiasm, text structure, formal academic language, paraphrasing, plagiarism, and making citations. The study concluded that the perceptions of academic staff on graduate students’ attitudes towards academic writing and research were generally negative on the generation of research ideas, enthusiasm, use of formal academic research language, paraphrasing, plagiarism, and making citations. Thus, it was recommended that supervisors/mentors should be retooled in active research-based instructional supervision where they can be encouraged to work in groups, and initiate professional activities, such as mentoring and coaching, to assist them in supervising and evaluating graduate students’ research projects

Identifying stakeholder preferences for communicating impact from medical research: a mixed methods study

BackgroundDocumentation of research outcomes using impact case studies (ICS) is increasingly required to demonstrate the wider societal benefits of research. However, there is limited evidence of the best way to communicate research outcomes using ICS, especially when highlighting research impact that is not part of a research assessment programme. This study aims, for the first time, to analyse expectations, and methods of communicating impact from medical research across a varied set of stakeholders relevant to the Medical Research Council (MRC).MethodsImpact narratives about outcomes and impact from MRC research were evaluated using an online survey and in depth semi-structured interviews. Participants were recruited from internal MRC databases and included early career and senior management academics as well as representatives from industry, healthcare, charities, and the government. Informed consent was gained prior to data collection and the study was approved by the university’s research ethics committee. Qualitative and quantitative analysis determined stakeholder preferences for ICS content, language and presentation as well as capturing themes and perspectives on the concept of research impact.Results193 participants responded to the online survey exploring definitions of impact and methods of communicating medical research outcomes. The work uncovered expectations of improved health and wellbeing as well as knowledge generation via publications and citations. In depth interviews with sixteen participants demonstrated preferences for clear, easy to read content that focused on facts and evidence and avoided both academic and hyperbolic language. Emergent themes from this work revealed that ICS need to quickly capture imagination and grab attention, while the views and expectations are quite different to press releases and are audience specific.ConclusionsThe content of ICS often focuses on non-academic impacts; however this work highlighted that evidence of academic impacts were outcomes highly valued by stakeholders relevant to the MRC. This work examined a new typology of ICS attributes, which emphasised that the language and presentation of impact narratives can influence the perception of research outcomes, providing useful information for individuals and organisations using ICS to showcase their research. It also shows that if ICS attempt to communicate challenges and issues around achieving impact from research, they may be more credible and useful to their intended audience.