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Journal articles on the topic 'Academic articles'

Author: Grafiati

Published: 5 June 2025

Last updated: 15 July 2025

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1

Fraser, Bashabi. "Academic Articles." Gitanjali & Beyond 2, no. 1 (2018): 7. http://dx.doi.org/10.14297/gnb.2.1.7.

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Chang, Yu-Wei. "Academic Impact of Articles by Practitioners in the Field of Library and Information Science." College & Research Libraries 82, no. 1 (2021): 59. http://dx.doi.org/10.5860/crl.82.1.59.

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This study measured the relative academic impact of articles by LIS practitioners by analyzing library and information science articles published between 2005 and 2014. The results revealed that, although practitioners were not the main knowledge contributors, the academic impact of articles by practitioners was not significantly lower than that of articles by academics. No significant differences in academic impact were present between any two types of coauthored articles. Articles from academic–practitioner collaboration were cited earlier than articles from practitioner–practitioner and academic–academic collaborations. This study suggests that LIS practitioners appear to benefit from collaborative scholarship with LIS researchers through more citations and higher impact.

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Bamforth, Nicholas. "Significant Academic Articles of 1996." Judicial Review 2, no. 1 (1997): 38–41. http://dx.doi.org/10.1080/10854681.1997.11426928.

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Bamforth, Nicholas. "Significant Academic Articles of 1997." Judicial Review 3, no. 2 (1998): 111–15. http://dx.doi.org/10.1080/10854681.1998.11427004.

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Bamforth, Nicholas. "Significant Academic Articles of 1998." Judicial Review 4, no. 2 (1999): 134–38. http://dx.doi.org/10.1080/10854681.1999.11427062.

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Bamforth, Nicholas. "Significant Academic Articles of 1999." Judicial Review 5, no. 2 (2000): 127–33. http://dx.doi.org/10.1080/10854681.2000.11427120.

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Bamforth, Nicholas. "Significant Academic Articles of 2000." Judicial Review 6, no. 3 (2001): 180–87. http://dx.doi.org/10.1080/10854681.2001.11427180.

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Bamforth, Nicholas. "Significant Academic Articles of 2001." Judicial Review 7, no. 4 (2002): 277–81. http://dx.doi.org/10.1080/10854681.2002.11427238.

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Bell, Joanna. "Significant Academic Articles in 2019." Judicial Review 25, no. 3 (2020): 273–84. http://dx.doi.org/10.1080/10854681.2020.1735802.

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Hanks, Elizabeth, Grant Eckstein, Jacob Rawlins, Haley Briggs, and Leanne Chun. "Authorial Voice in Academic Articles." Journal of Academic Writing 14, no. 2 (2024): 1–17. https://doi.org/10.18552/joaw.v14i2.1041.

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Authorial voice plays a key role in helping writers establish themselves as experts in their field as well as demonstrate their individual style (e.g., Tardy, 2012). Citation usage has an important impact on authorial voice in academic writing and can be implemented in various ways; namely, through citation types (e.g., integral, non-integral) and citation presentation (e.g., direct quotes, summaries, generalizations). While many researchers have examined citation type among novice and experienced writers, researchers have largely overlooked citation presentation across disciplines – that is, how experienced authors balance the use of quotations, summaries, and generalization to index authorial voice. Beginning academic writers may be encouraged to use quotations to prevent plagiarism, but it is unclear if this advice reflects patterns in published writing across disciplines. In this study, we examine the background sections (i.e., introductions and/or literature reviews) of 270 academic research papers to evaluate the extent to which various citation types and presentations are used in background sections across six disciplines. Findings which can inform disciplinary writing guides and educational materials indicate disciplinary variation in citation type, with applied linguistics using the most citations overall and physics and biology using the fewest integral citations. Disciplines also differed in their citation presentation, with some favoring summaries and others favoring generalizations while quotation was rare overall. These results have important implications for teachers and material developers who can use these patterns of source usage to compare and contrast disciplinary norms and provide direct instruction on features of academic voice. Cross-disciplinary awareness of voice features can also highlight disciplinary patterns for students, allowing them to write more like experts in their fields.

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Dastrup, Ryan W., Todd C. Koesters, Stephen L. Shapiro, and Sung-Bae Roger Park. "“Why Can’t We Be Friends”? An Examination of Academic and Industry Alignment in Sport Sponsorship." IJASS(International Journal of Applied Sports Sciences) 35, no. 1 (2023): 169–85. http://dx.doi.org/10.24985/ijass.2023.35.1.169.

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The purpose of this study is to produce an analysis of content published in both academic literature and industry related publications that specifically examines the theme of sport sponsorship. Scholars suggest a gap between academia and industry, yet it is undetermined how published articles about sponsorship are aligned and why certain topics may overlap in interest where others are independent topics. While a number of other studies have examined content in academic publications, no study has yet been applied comparing industry publications. Our intention is to compare the published academic articles and what is written in industry publications to better understand the content that is being discussed across the various channels, and to see if there is a gap between industry and academia. Findings show academics focused on certain categories while industry focused on others. Within some categories there was a clear distinction in how differently they discussed certain topics. However, some categories did demonstrate balance.

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JeongA, Lim. "Conjunctions in Japanese Academic Articles : Focusing articles on Social Sciences." Korean Journal of Japanology 129 (November 30, 2021): 165–84. http://dx.doi.org/10.15532/kaja.2021.11.129.165.

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13

Lloyd, John Wills, and Edward J. Kameenui. "Academic Instruction." Learning Disability Quarterly 17, no. 3 (1994): 166–68. http://dx.doi.org/10.2307/1511071.

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In this issue of the Learning Disability Quarterly we are pleased to offer a series of five articles that form a special focus on academic instruction. We think that concern about academic aspects of learning disabilities—particularly how we can provide instruction that works—has an important place in the field of learning disabilities and that it is important to reassert that place periodically. In the remainder of this article, we (a) describe our rationale for preparing this series on academic instruction in learning disabilities, (b) elaborate on the purposes of this series of papers, (c) recount how we developed this special series of articles, and (d) introduce the articles in the series.

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Saidi, Mavadat, and Niloofar Karami. "Interactional Metadiscourse Markers in Applied Linguistics Reply Articles." Language Teaching Research Quarterly 22 (November 2021): 64–77. http://dx.doi.org/10.32038/ltrq.2021.22.05.

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A published research article is not the final product in the knowledge dissemination circle. One genre entailing negotiation of academic outcomes is reply articles which seem to carry an evaluative burden (Khosravi & Babaii, 2017) and provide the academics with an opportunity to communicate their comments and criticisms on the published research findings. Nevertheless, it seems to have been underestimated compared to other genres in academic discourse communities. Attempting to fill this void, the current study attempted to investigate the frequency of interactional metadiscourse markers in 19 reply articles published in academic journals in applied linguistics from 2016 to 2021. Coding the interactional resources of Hyland’s (2005) interpersonal model of metadiscourse revealed that self-mentions were the commonest interactional metadiscourse markers followed by hedges, boosters, engagement markers and attitude markers in the reply articles. The study contributes to the existing literature by corroborating the genre-specific nature of interactional metadiscourse and has implications for the academic reading and writing course designers and material developers.

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Bratić, Vesna, and Milica Vuković Stamatović. "Lexical profile of literary academic articles." Ibérica, no. 42 (December 31, 2021): 115–38. http://dx.doi.org/10.17398/2340-2784.42.115.

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In this paper, we examine the lexical profile of literary academic articles with a view to determining how they differ from research articles in other disciplines and how the vocabulary level and complexity affect reading comprehension, particularly for non-native speakers of English. For this purpose, a corpus of 110 literary articles from reputable journals was compiled and compared against two corpora featuring the same number of articles: one consisting of research articles from Science, Technology and Medicine (STM), and the other comprising research articles from social sciences and other humanities. The results reveal that the lexical profile of literary academic papers is, as expected, more similar to social sciences and other humanities than to the STM field when it comes to the coverage of general-purpose vocabulary, vocabulary level and vocabulary diversity. Despite the lexical similarities to social sciences and other humanities, the vocabulary of literary academic papers is somewhat more complex and diverse than that found in them. The largest differences were noted with respect to the level of academic vocabulary, whose use is much sparser in literary studies than in all other fields. The pedagogical implications include advocating for refraining from reading literary academic articles earlier than postgraduate studies for non-native-speakers of English (with some exceptions), as their vocabulary level will generally be insufficient for those purposes. We also point to the limited value of teaching academic vocabulary to students of literary studies.

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Bamforth, Nicholas. "Academic Articles of 2003 and 2004." Judicial Review 10, no. 2 (2005): 174–85. http://dx.doi.org/10.1080/10854681.2005.11426432.

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Bamforth, Nicholas. "Academic Articles of 2005 and 2006." Judicial Review 13, no. 1 (2008): 20–28. http://dx.doi.org/10.1080/10854681.2008.11426541.

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18

Shaw, Peter, and Howard Dickman. "Books and articles of academic interest." Academic Questions 3, no. 2 (1990): 91. http://dx.doi.org/10.1007/bf02682736.

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Shaw, Peter, and Howard Dickman. "Books and articles of academic interest." Academic Questions 2, no. 4 (1989): 109–10. http://dx.doi.org/10.1007/bf02682760.

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Shaw, Peter, and Howard Dickman. "Books and articles of academic interest." Academic Questions 2, no. 1 (1989): 87. http://dx.doi.org/10.1007/bf02682784.

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Shaw, Peter, and Howard Dickman. "Books and articles of academic interest." Academic Questions 3, no. 1 (1990): 95–96. http://dx.doi.org/10.1007/bf02682810.

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Shaw, Peter, and Howard Dickman. "Books and articles of academic interest." Academic Questions 2, no. 2 (1989): 100. http://dx.doi.org/10.1007/bf02682824.

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23

Webster, David S. "Books and articles of academic interest." Academic Questions 5, no. 3 (1992): 99–100. http://dx.doi.org/10.1007/bf02682879.

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Shaw, Peter, and Howard Dickman. "Books and articles of academic interest." Academic Questions 3, no. 4 (1990): 95. http://dx.doi.org/10.1007/bf02682909.

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25

Shaw, Peter, and Howard Dickman. "Books and articles of academic interest." Academic Questions 4, no. 1 (1991): 93. http://dx.doi.org/10.1007/bf02682955.

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Shaw, Peter, and Howard Dickman. "Books and articles of academic interest." Academic Questions 4, no. 2 (1991): 90–91. http://dx.doi.org/10.1007/bf02683045.

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Shaw, Peter, and Howard Dickman. "Books and articles of academic interest." Academic Questions 4, no. 4 (1991): 98–99. http://dx.doi.org/10.1007/bf02683119.

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Shaw, Peter, and Howard Dickman. "Books and articles of academic interest." Academic Questions 3, no. 3 (1990): 85. http://dx.doi.org/10.1007/bf02683134.

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29

Shaw, Peter. "Books and articles of academic interest." Academic Questions 5, no. 2 (1992): 94–95. http://dx.doi.org/10.1007/bf02683278.

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Shaw, Peter. "Books and articles of academic interest." Academic Questions 5, no. 1 (1992): 81–82. http://dx.doi.org/10.1007/bf02734899.

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31

Lim, Jeong-A. "Text content analysis of the introduction to Korean-Japanese academic articles : Focusing on Language academic articles." Japanese Language Association Of Korea 66 (December 31, 2020): 149–69. http://dx.doi.org/10.14817/jlak.2020.66.149.

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32

Aniqa, Rashid, Asim Mahmood Muhammad, and Ahmad Sajid. "Linguistic Variation across Research Sections: A Multidimensional Analysis of Pakistani Academic Journal Articles." Global Language Review (GLR) 2, no. 1 (2017): 23. https://doi.org/10.31703/glr.2017(II-I).02.

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This research analyzes academic journal articles in Pakistan by exploring their linguistic variations in different sections through multidimensional analysis. The analysis identifies the language of Pakistani academic journal articles. The corpus of Pakistani academic journal articles has been culled from a variety of research articles published in Pakistani academic journals. The data have been analyzed along five dimensions of Biber’s (1988) Multidimensional analysis model. The ANOVA result of Pakistani academic journal articles reveals significant differences among research sections of journal articles along Biber’s five dimensions. The finding describes the nature of Pakistani academic journal research articles as informational, impersonal, nonnarrative, elaborated, explicit, and nonpersuasive.

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33

Zou, Hang, and Ken Hyland. "Reworking research: Interactions in academic articles and blogs." Discourse Studies 21, no. 6 (2019): 713–33. http://dx.doi.org/10.1177/1461445619866983.

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The blog is an increasingly familiar newcomer to the panoply of academic genres, offering researchers the opportunity to disseminate their work to new and wider audiences of experts and interested lay people. This digital medium, however, also brings challenges to writers in the form of a relatively unpredictable readership and the potential for immediate, public and potentially hostile criticism. To understand how academics in the social sciences respond to this novel rhetorical situation, we explore how they discoursally recontextualize in blogs the scientific information they have recently published in journal articles. Based on two corpora of 30 blog posts and 30 journal articles with the same authors and topics, we examine the ways researchers carefully reconstruct a different writer persona and relationship with their readers using stance and engagement model. In addition to supporting the view that the academic blog is a hybrid genre situated between academic and journalistic writing, we show how writers’ rhetorical choices help define different rhetorical contexts.

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34

Gbadeyanka, Gbadebo Edward. "Waste management education: A driven concern for the academic community." World Journal of Environmental Research 11, no. 1 (2022): 01–22. http://dx.doi.org/10.18844/wjer.v11i1.5390.

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The current research aimed to evaluate waste management education-related articles – in which a total of 172 articles were identified. At the same time, 70 articles were mainly connected to the research topic and considered high-rated journals as a database for the study. Consequently, qualitative content analyses of the articles were done manually and by analyzing the search results system. The content analysis results revealed the trend of the article's publication yearly theoretically, practically, and methodologically. The analysis disclosed less attention and emphasis given to 3Rs and landfill according to the percentage rating of 66 related articles on waste management education. Thus, the essence of waste reduction and waste education needs to be reinforced among various waste generators. This study significantly upon the ground of conclusion, calls for more papers and further research from various academic communities in context. Keywords: Academic Communities; Education; Landfill; Management; Waste; 3Rs (Reduce, Recycle and Re-use waste).

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35

Na, Jin-Cheon, and Yingxin Estella Ye. "Content analysis of scholarly discussions of psychological academic articles on Facebook." Online Information Review 41, no. 3 (2017): 337–53. http://dx.doi.org/10.1108/oir-02-2016-0058.

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Purpose The purpose of this paper is to provide a comprehensive understanding of scholarly discussions of academic publications on the social web and to further discuss the validity of altmetrics as a research impact assessment tool for academic articles. Design/methodology/approach Facebook posts citing psychological journal papers were collected for both quantitative and qualitative analyses. A content analysis approach was adopted to investigate topic preferences and motivations for scholarly discussions among academic and non-academic Facebook users. Findings Non-academic users were more actively engaged in scholarly discussions on Facebook than academic users. Among 1,711 Facebook users in the sample, 71.4 percent of them belonged to non-academic users, while 28.6 percent were from an academic background. The Facebook users cited psychological articles with various motivations: discussion and evaluation toward articles (20.4 percent), application to real life practices (16.5 percent), self-promotion (6.4 percent), and data source exchange (6.0 percent). However, nearly half of the posts (50.1 percent) were simply sharing articles without additional user comments. These results implicate that Facebook metric (a count of mentions of a research article on Facebook), as an important source of altmetrics, better reflects the attitudes or perceptions of the general public instead of academia. Originality/value This study contributes to the literature by enriching the understanding of Facebook metric as an academic and non-academic impact assessment tool for scientific publication. Through the content analysis of Facebook posts, it also draws insights into the ways in which non-academic audiences are engaging with scholarly outputs.

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Coskun, Mucahit, and Gbadeyanka Gbadebo Edward. "Waste management education: A driven concern for academic community." World Journal of Environmental Research 10, no. 2 (2020): 17–36. http://dx.doi.org/10.18844/wjer.v10i2.5343.

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The current research evaluated waste management education-related articles – in which a total of 172 articles identified. At the same time, 70 articles were mainly connected to the research topic and considered high rated journals as a database for the study. Consequently, qualitative content analyses of the articles were done manually and by analysing search results system. The content analysis results revealed the trend of the article's publication yearly- theoretically, practically and methodologically. The analysis disclosed less attention and emphasis given to 3Rs and landfill according to the percentage rating (2.90%) of 66 related articles on waste management education. Thus, the essence of waste reduction and waste education need to be reinforced among various waste generators and the rules and activities regarding waste reduction need to be acknowledged and initiated. Awareness and enthusiastic, forthcoming events and encouragements occupied a vital position in how discarded materials could minimise. This study significantly upon the ground of conclusion, calls for more papers and further research from various academic communities in context. KEYWORDS: Academic Communities; Education; Landfill; Management; Methodologically; Practically; Theoretically; Waste; 3Rs (Reduce, Recycle and Re-use waste)

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37

Magnus, Jan R., and Michael McAleer. "The Future of Academic Journals in a COVID-19 World." Sci 2, no. 4 (2020): 76. http://dx.doi.org/10.3390/sci2040076.

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Many academics are critical of the current publishing system, but it is difficult to create a better alternative. This review relates to the Sciences and Social Sciences, and discusses the primary purpose of academic journals as providing a seal of approval for perceived quality, impact, significance, and importance. The key issues considered include the role of anonymous refereeing, continuous rather than discrete frequency of publications, avoidance of time wasting, and seeking adventure. Here we give recommendations about the organization of journal articles, the roles of associate editors and referees, measuring the time frame for refereeing submitted articles in days and weeks rather than months and years, encouraging open access internet publishing, emphasizing the continuity of publishing online, academic publishing as a continuous dynamic process, and how to improve research after publication. Citations and functions thereof, such as the journal impact factor and h-index, are the benchmark for evaluating the importance and impact of academic journals and published articles. Even in the very top journals, a high proportion of published articles are never cited, not even by the authors themselves. Top journal publications do not guarantee that published articles will make significant contributions, or that they will ever be highly cited. The COVID-19 world should encourage academics worldwide not only to rethink academic teaching, but also to re-evaluate key issues associated with academic journal publishing in the future.

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38

Izarova, Iryna. "About Online First Articles and Academic Publishing." Access to Justice in Eastern Europe 5, no. 1 (2021): 1–2. http://dx.doi.org/10.33327/ajee-18-5.1-n000093.

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Online First Articles was made so that we could publish articles online before they appear in a print issue of AJEE. These articles are fully citable with a DOI, are available for our readers as soon as they are ready and are fully corrected and finalised versions. This way, we can spread knowledge with less delay and help our authors get their work noticed. Please enjoy this prompt, online access to the latest high-quality content!

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39

Lau, Thu. "Noun Phrase Construction in Academic Research Articles." IJOHMN (International Journal online of Humanities) 3, no. 6 (2017): 17. http://dx.doi.org/10.24113/ijohmn.v3i6.44.

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The study explored the syntactic complexity and semantic function of noun phrases in TESOL academic research articles. The corpus was comprised of 60 articles (572874 words) from three TESOL journals including TESOL Quarterly, TESOL Journal, and Journal of Second Language Writing. POS tagging was added to the corpus using TagAnt 1.2.0 (Anthony, 2015). A list of 20 highest-frequency nouns was generated using wordlist tool in AntConc 3.3.4 (Anthony, 2014). Based on the specific contexts of these nouns, the researcher analyzed the syntactic complexity of noun phrases in light of their pre-modifiers and post-modifiers. The semantic function of noun phrases was analyzed based on the excerpts generated by the Concordance tool. The results showed that the complexity of noun phrases was dependent on the complexity of their premodifiers and postmodifiers. A complex postmodifier usually contained more than one element, embedding prepositional phrases, nonfinite clauses, or relative clauses. The use of noun phrases enabled the writer to increase cohesion and coherence within and across the text. The findings were of value to both L2 learners and young scholars in developing their writing performance for the target journals in the field

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40

Asaad, Malke, Skyler M. Howell, Aashish Rajesh, and Nho V. Tran. "Audio Articles: The Future of Academic Publishing." Plastic & Reconstructive Surgery 146, no. 4 (2020): 521e—522e. http://dx.doi.org/10.1097/prs.0000000000007193.

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41

Bartels, Nat. "How teachers and researchers read academic articles." Teaching and Teacher Education 19, no. 7 (2003): 737–53. http://dx.doi.org/10.1016/j.tate.2003.06.001.

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42

Iannone, Carol. "Books, articles, and items of academic interest." Academic Questions 20, no. 1 (2007): 86–89. http://dx.doi.org/10.1007/bf03033409.

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43

Hartley, James. "Refereeing academic articles in the information age." British Journal of Educational Technology 43, no. 3 (2011): 520–28. http://dx.doi.org/10.1111/j.1467-8535.2011.01211.x.

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Rabab'ah, Ghaleb. "Hedging in nursing and education academic articles." Education, Business and Society: Contemporary Middle Eastern Issues 6, no. 3/4 (2013): 195–215. http://dx.doi.org/10.1108/ebs-03-2013-0006.

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Iannone, Carol. "Books, articles, and items of academic interest." Academic Questions 14, no. 1 (2000): 90–92. http://dx.doi.org/10.1007/s12129-000-1027-7.

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Iannone, Carol. "Books, articles, and items of academic interest." Academic Questions 14, no. 3 (2001): 100–101. http://dx.doi.org/10.1007/s12129-001-1013-8.

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Iannone, Carol. "Books, articles, and items of academic interest." Academic Questions 14, no. 2 (2001): 95–96. http://dx.doi.org/10.1007/s12129-001-1026-3.

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Iannone, Carol. "Books, articles, and items of academic interest." Academic Questions 15, no. 1 (2001): 90–92. http://dx.doi.org/10.1007/s12129-001-1059-7.

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Iannone, Carol. "Books, articles, and items of academic interest." Academic Questions 15, no. 3 (2002): 92–95. http://dx.doi.org/10.1007/s12129-002-1015-1.

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Iannone, Carol. "Books, articles, and items of academic interest." Academic Questions 15, no. 4 (2002): 90–93. http://dx.doi.org/10.1007/s12129-002-1048-5.

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