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Relevant bibliographies by topics / English for Academic Purposes

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Dissertations / Theses
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Academic literature on the topic 'English for Academic Purposes'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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Journal articles on the topic "English for Academic Purposes"

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

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

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

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

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

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

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

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Conrad, Susan. "Register in English for Academic Purposes and English for Specific Purposes." Register Studies 1, no. 1 (2019): 168–98. http://dx.doi.org/10.1075/rs.18008.con.

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Abstract Susan Conrad, Professor of Applied Linguistics at Portland State University (USA), contributes this article on the applications of register research to English for Academic Purposes (EAP) and English for Specific Purposes (ESP). Her research focuses on topics including academic register variation, discipline-specific language, student and workplace writing, and grammar and writing pedagogy. Since the 1990s, her work has advocated for and exemplified the ways in which register-based descriptions can facilitate language teaching, including building awareness of register variation in lea

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

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Even though math is thought to be mostly numbers, there is a significant amount of language involved. Students do not have to know only the discipline-specific vocabulary, or jargon, associated with math, but they also have to understand other forms of language in and out of the classroom. For example, instructors will work problems out on the board while discussing the steps orally to go from one part of the problem to the next which may not align with what the teacher is writing on the board, so there is potentially a loss of comprehension on the student’s part. Additionally, instructors wil

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

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Even though math is thought to be mostly numbers, there is a significant amount of language involved. Students do not have to know only the discipline-specific vocabulary, or jargon, associated with math, but they also have to understand other forms of language in and out of the classroom. For example, instructors will work problems out on the board while discussing the steps orally to go from one part of the problem to the next which may not align with what the teacher is writing on the board, so there is potentially a loss of comprehension on the student’s part. Additionally, instructors wil

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Dissertations / Theses on the topic "English for Academic Purposes"

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Hinckfuss, Janice. "Rethinking English for academic purposes : towards a performance-centred pedagogy." Thesis, Department of Performance Studies, Faculty of Arts and Social Sciences, 2012. http://hdl.handle.net/2123/13290.

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Lee, Ena Grace. "Negotiating the "critical" in a Canadian English for Academic Purposes program." Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/31379.

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This thesis represents a one-year critical ethnographic case study of an academic literacy program located within a major Canadian university. Pacific University's English for Academic Purposes program distinguished itself from "traditional" English as a Second Language programs in its innovative pedagogical approach. The program staff believed that the understanding of a language lies in the deeper understandings of the culture in which it is embedded. Because of this, the program emphasized the use of a critical dialogic approach to the analysis of how language is shaped by culture and vice-

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Jordan, R. R. "English for academic purposes (EAP) and needs analysis: implications and implementation." Thesis, University of Manchester, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.488346.

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The research into aspects of EAP covers the twenty-five-year period from 1972 to 1997. The main focus of the submission is the use of needs analysis in relation to EAP, the implications of the findings, and their implementation with regard to teaching materials, course design and methods of teaching. Various methods are used to investigate the language and study skills needs of international students, mostly postgraduates at Manchester University: these include - language tests, self-assessment, questionnaires and surveys, observation and monitoring in class. Evaluation, feedback and follow-up

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Devi, Sarojani. "Validating aspects of a model of academic reading." Thesis, University of Bedfordshire, 2010. http://hdl.handle.net/10547/296771.

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In the past, the focus in language testing, teaching and research has largely been on careful reading while expeditious (quick, efficient and selective) reading has been largely ignored. However, some research suggests that careful reading ability alone is inadequate for students to meet the demands of undergraduate academic reading. In the main English for Academic Purposes (EAP), test instruments have been previously based on careful reading models which assume reading to be unicomponential. If this is not the case, the issue for language testing is whether the construct of academic reading

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A, l.-Zefeiti Ali Salim. "A stakeholder evaluation of an English for Academic Purposes (EAP)writing programme." Thesis, University of Bristol, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.520651.

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Rafik, Khan Shameem Mohd. "The development of a materials training framework for English for academic purposes." Thesis, University of Leicester, 1997. http://hdl.handle.net/2381/30947.

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There seems to be a significant gap in research on how teachers develop EAP teaching - learning materials and the various types of problems they encounter when developing these materials. This is regardless of whether the teaching is for English for General Purposes or English for Academic Purposes (EAP). This study explores how training in EAP materials development might be improved, and it sets out:;(1) to develop a task-based materials Framework and then. (2) to explore its effectiveness with trainees on the context of a Malaysian university (Universiti Pertanian Malaysia [UPMS]). In devisi

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Hanks, Judith Ingeborg. "Exploratory practice in English for academic purposes : puzzling over principles and practices." Thesis, University of Leeds, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.595649.

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Exploratory Practice (EP) is a relative newcomer to the field of practitioner research in language education. Distinctive in attempting to integrate research and pedagogy via a process of puzzlement, it advocates the inclusion of learners alongside teachers as researchers into their own classroom practices. A1though EP appears to be thriving in different places around the world (notably Brazil), it is rarely to be found in the context of teaching English for Academic Purposes (EAP) in the UK. Studies which explicitly include learner perspectives are also unusual. This thesis examines the princ

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Башлак, Ірина Анатоліївна, Ирина Анатольевна Башлак, and Iryna Anatoliivna Bashlak. "Written peer response is an important tool in English for academic purposes." Thesis, Sumy State University, 2017. http://essuir.sumdu.edu.ua/handle/123456789/65219.

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Over the past fifteen years, the process approach to composition, which was originally developed for first language instruction, has become popular among ESOL writing teachers. A key component of this approach is peer response (also known as peer review, peer feedback, peer editing, and peer evaluation),in which students read each other’s papers and provide feedback to the writer, usually answering specific questions the teacher has provided. In most cases the questions focus on organization and style, rather than surface-level grammar or spelling mistakes.

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Burnett, D. F. "Towards a taxonomy of items for listening comprehension in English for academic purposes." Thesis, University of Exeter, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.380816.

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Hartill, Julie Ann. "The role and application of descriptive research to course design in EAP." Thesis, University of Essex, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.369355.

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Books on the topic "English for Academic Purposes"

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M, Blue George, Milton James 1955-, and Saville Jane 1959-, eds. Assessing English for academic purposes. P. Lang, 2000.

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Zehir Topkaya, Ece, and Handan Çelik, eds. Teaching English for Academic Purposes. Springer Nature Switzerland, 2024. https://doi.org/10.1007/978-3-031-72545-6.

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Ding, Alex, and Ian Bruce. The English for Academic Purposes Practitioner. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-59737-9.

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Cox, Kathy. EAP now!: English for academic purposes. Pearson Education Australia, 2004.

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Council, British. English for academic purposes: 1993-94. British Council, 1993.

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Basturkmen, Helen. Linguistic Description in English for Academic Purposes. Routledge, 2021. http://dx.doi.org/10.4324/9781351183185.

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Hodgetts, John. Pronunciation Instruction in English for Academic Purposes. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56116-1.

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Rao, Xiaofei. University English for Academic Purposes in China. Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0647-1.

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Liyanage, Indika, and Tony Walker, eds. English for Academic Purposes (EAP) in Asia. SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-752-0.

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Guardado, Martin, and Justine Light. Curriculum Development in English for Academic Purposes. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-47468-3.

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Book chapters on the topic "English for Academic Purposes"

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Harwood, Nigel, and Bojana Petrić. "English for academic purposes." In The Routledge Handbook of Applied Linguistics, 2nd ed. Routledge, 2023. http://dx.doi.org/10.4324/9781003082644-11.

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Charles, Maggie. "English for Academic Purposes." In The Handbook of English for Specific Purposes. John Wiley & Sons, Ltd, 2012. http://dx.doi.org/10.1002/9781118339855.ch7.

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Tardy, Christine M. "English for Academic Purposes." In Handbook of Practical Second Language Teaching and Learning. Routledge, 2022. http://dx.doi.org/10.4324/9781003106609-5.

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Basturkmen, Helen. "English for Academic Purposes." In Research Questions in Language Education and Applied Linguistics. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79143-8_9.

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Rieder-Bünemann, Angelika. "English for Academic Purposes." In Developing Advanced English Language Competence. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79241-1_6.

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Basturkmen, Helen, and Rosemary Wette. "English for academic purposes." In The Routledge Handbook of English Language Teaching. Routledge, 2016. http://dx.doi.org/10.4324/9781315676203-15.

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Graham, Andrew. "Academic arguments." In English for Academic Purposes. Routledge, 2025. https://doi.org/10.4324/9781041055396-3.

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Graham, Andrew. "Academic writing overview." In English for Academic Purposes. Routledge, 2025. https://doi.org/10.4324/9781041055396-1.

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Pecorari, Diane, and Averil Coxhead. "Assessing English for academic purposes." In Introducing English for Academic Purposes, 2nd ed. Routledge, 2025. https://doi.org/10.4324/9781003473138-15.

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Pecorari, Diane, and Averil Coxhead. "Describing academic register." In Introducing English for Academic Purposes, 2nd ed. Routledge, 2025. https://doi.org/10.4324/9781003473138-9.

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Conference papers on the topic "English for Academic Purposes"

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Valente, Federico, and Francesco Spilabotte. "TESOL: CAN DOGME ELT LEAD ITALIAN HIGH SCHOOL STUDENTS TO DEVELOP SPEAKING SKILLS AND FLUENCY IN EFL LEARNING?" In 11th SWS International Scientific Conferences on ART and HUMANITIES - ISCAH 2024. SGEM WORLD SCIENCE, 2024. https://doi.org/10.35603/sws.iscah.2024/s11.29.

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The purpose of this paper is to discover whether Dogme ELT can efficiently lead Italian high school EFL students to develop oral fluency within the classroom, in particular if this approach is valid for General English (GE) adult intermediate classes in Italian private and state institutions. The stimulus for this research comes from the reading of academic articles on effective strategies in order to develop speaking skills and fluency in EFL learning which have been analyzed before undertaking this study in order to have a broader view of this topic. The literature review describes in detail

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Skoufaki, Sophia, and Bojana Petrić. "Academic vocabulary in an English for Academic Purposes course." In 11th International Conference of Experimental Linguistics. ExLing Society, 2020. http://dx.doi.org/10.36505/exling-2020/11/0048/000463.

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Academic vocabulary instruction can be beneficial to students in EMI universities since academic vocabulary knowledge predicts performance in academic tasks. With the aim to inform EAP materials design, this study examines the occurrence and repetition of high-frequency academic vocabulary in the printed teaching materials used in a presessional EAP course at a UK university. Findings indicate that even when EAP teachers do not design materials with the intention to include high-frequency AVL lemmas, as indicated from the interviews, they do include many. However, the average repetition rate o

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Hakimova, Nargiza Hamzayevna, and Nargiza Rasuljanovna Ismatullayeva. "ENGLISH FOR ACADEMIC/ SPECIFIC PURPOSES: BENEFITS AND DRAWBACKS." In TEACHING FOREIGN LANGUAGES IN THE CONTEXT OF SUSTAINABLE DEVELOPMENT: BEST PRACTICES, PROBLEMS AND OPPORTUNITIES. ISCRC, 2023. http://dx.doi.org/10.37547/geo-84.

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As the knowledge of English language is significant today , one of the serious issue is whether English for academic purposes and English for specific purposes could be applied for every sphere from work to academic world . What are the benefits and drawback of these ways of learning and other questions will be issued.

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М.Н., Насретдинова. "Teaching English for academic purpose." In TEACHING FOREIGN LANGUAGES IN THE CONTEXT OF SUSTAINABLE DEVELOPMENT: BEST PRACTICES, PROBLEMS AND OPPORTUNITIES. ISCRC, 2023. http://dx.doi.org/10.37547/geo-96.

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Anwar, Khoirul. "A Need Analysis of English for Academic Purposes." In 2018 3rd International Conference on Education, Sports, Arts and Management Engineering (ICESAME 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/amca-18.2018.54.

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Bérešová, Jana. "MEDIATION IN ENGLISH FOR SPECIFIC ACADEMIC PURPOSES EDUCATION." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.0930.

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Vancova, Hana. "COMMONLY MISPRONOUNCED WORDS IN ENGLISH FOR ACADEMIC PURPOSES." In 15th annual International Conference of Education, Research and Innovation. IATED, 2022. http://dx.doi.org/10.21125/iceri.2022.2175.

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Lipaev, Aleksander. "ENGLISH FOR ACADEMIC PURPOSES IN IN-COMPANY PROFESSIONAL DEVELOPMENT." In SGEM2011 11th International Multidisciplinary Scientific GeoConference and EXPO. Stef92 Technology, 2011. http://dx.doi.org/10.5593/sgem2011/s23.103.

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Abuova, Janar, and Sharifah Intan Sharina. "Integration of Artificial Intelegence into English for Academic Purposes." In ICFNDS '24: The 8th International Conference on Future Networks & Distributed Systems. ACM, 2024. https://doi.org/10.1145/3726122.3726159.

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Balanyk, Jesse. "DEVELOPING ENGLISH FOR ACADEMIC PURPOSES MOOCS USING THE ADDIE MODEL." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.1506.

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Reports on the topic "English for Academic Purposes"

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Dodson, Eric. Opportunities for Incidental Acquisition of Academic Vocabulary from Teacher Speech in an English for Academic Purposes Classroom. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.1638.

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Fetter, Robert. An Examination of the English Vocabulary Knowledge of Adult English-for-academic-purposes Students: Correlation with English Second-language Proficiency and the Validity of Yes/No Vocabulary Tests. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.6779.

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Armas, Elvira, and Magaly Lavadenz. The Observation Protocol for Academic Literacies (OPAL); A Tool for Supporting Teachers of English Language Learners. CEEL, 2011. http://dx.doi.org/10.15365/ceel.article.2011.1.

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Schools and school systems are experiencing an instructional support gap that results in limited opportunities for educators to analyze, reflect on and improve research-based practices for ELLs so that outcomes for culturally and linguistically diverse students can change. To address this need, an inter-disciplinary research team from the Center for Equity for English Learners, comprised of educational leaders, teachers, researchers, and content experts developed a classroom observational instrument—the Observation Protocol for Academic Literacies (OPAL). The OPAL is intended for teachers, edu

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Puengpipattrakul, Walaipun. An Investigation of Academic Plagiarism of Thai Postgraduate Learners from Interdisciplinary Studies. Chulalongkorn University, 2015. https://doi.org/10.58837/chula.res.2015.89.

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The purposes of this mixed-method study were to (i) investigate and compare the perception of academic plagiarism of Thai postgraduate students from interdisciplinary studies; (ii) verify and compare the students’ actual practice of plagiarism; (iii) examine and justify contributory factors influencing plagiarism; and (iv) estimate and construct alternative measures for plagiarism prevention in the Thai context. The findings were as follows: (1) the quantitative analysis of 196 students’ perception, comprising awareness and knowledge, of plagiarism based on two main fields of study—science and

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Ishikawa, Lynn, Kelley Hall, and Burr Settles. The Duolingo English Test and Academic English. Duolingo, 2016. http://dx.doi.org/10.46999/hzgw1059.

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We describe a two-year study of the relationship between the Duolingo English Test (DET) and the academic English ability of non-native international students at DePauw University. We found DET scores to be significantly correlated with on-campus faculty assessments of English ability for incoming international students (r = 0.62*** for written ability and r = 0.49*** for oral comprehensibility). We also found that DET scores significantly predict the faculty’s decisions to place certain students into academic English support classes. Furthermore, the DET was more strongly associated with facu

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Betts, Julian, Laura Hill, Karen Bachofer, Joseph Hayes, Andrew Lee, and Andrew Zau. Effects of English Learner Reclassification Policies on Academic Trajectories. National Bureau of Economic Research, 2020. http://dx.doi.org/10.3386/w28188.

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Price, Heather, Dion Burns, Stacy Loewe, Patrick Shields, Jonathan Kaplan, and Hyeonjeong Lee. Long-term English learners in California. Learning Policy Institute, 2024. https://doi.org/10.54300/496.998.

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This report analyzes data for students designated as LTEL7 in 2022–23 in California. It looks across demographic characteristics (gender, home language, race/ethnicity, socioeconomic status), grade level and years classified as EL, geographic location, school contexts, and academic performance.

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Shalatska, Hanna M., Olena Yu Zotova-Sadylo, and Ivan O. Muzyka. Moodle course in teaching English language for specific purposes for masters in mechanical engineering. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3881.

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The central thesis of this paper is that e-learning courses can have a significant impact on English language for specific purposes (ESP) proficiency of mining mechanical engineering students. The purpose of this study is to assess the effectiveness of ESP Moodle-based course “English for Mining Mechanical Engineers” and to reveal the results of its experimental approbation. In order to identify the lectures’ and learners’ needs we have applied the survey research. The survey confirmed the greatest demand for Moodle courses that include all the elements of a coherent training manual to provide

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Goodwin, Sarah, Yigal Attali, Geoffrey LaFlair, et al. Duolingo English Test - Writing Construct. Duolingo, 2023. http://dx.doi.org/10.46999/arxn5612.

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Assessments, especially those used for high-stakes decision making, draw on evidence-based frameworks. Such frameworks inform every aspect of the testing process, from development to results reporting. The frameworks that language assessment professionals use draw on theory in language learning, assessment design, and measurement and psychometrics in order to provide underpinnings for the evaluation of language skills including speaking, writing, reading, and listening. This paper focuses on the construct, or underlying trait, of writing ability. The paper conceptualizes the writing construct

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Russell, Margo. A Comparison of Linguistic Features in the Academic Writing of Advanced English Language Learner and English First Language University Students. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.2022.

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