Relevant bibliographies by topics / English for specific academic purposes

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'English for specific academic purposes'

Author: Grafiati
Published: 5 June 2025
Last updated: 1 August 2025

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Journal articles on the topic "English for specific academic purposes"

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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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Flowerdew, John. "English for Specific Academic Purposes (ESAP) Writing." Writing & Pedagogy 8, no. 1 (2016): 1–4. http://dx.doi.org/10.1558/wap.v8i1.30077.

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

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Special skills, abilities and knowledge, necessary for professional growth and/or education in a foreign academic environment can be developed by means of foreign language learning. English language training in the context of academic mobility development should be based on high educational quality; advanced level of English demonstrated by students and academics; their informational, social and cultural preadaptation. The aim of the research is to apply this concept in practice and make Turkey more attractive for academics and students from other countries. The main result of the research wil
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Alimjanova, Laylo Khamadullaevna. "ENGLISH FOR SPECIFIC PURPOSES CONTENTS." MODELS AND METHODS IN MODERN SCIENCE 1, no. 17 (2022): 68–70. https://doi.org/10.5281/zenodo.7439998.

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My current research is an attempt to understand English for Specific Purposes (ESP). A very important area of ELT by embracing the efforts of various linguists to define it. We trace its historical growth, discuss its characteristics, and try to understand its scope. It is intended to address the specific needs of EFL/ESL learners. Many conflicting opinions have been reported on the definition of ESP, but there seems to be some consensus. Finally, it is limited to teaching English to learners with specific goals and purpose: These goals may be professional, academic, or scientific in nature.
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Maierová, Eva. "INSTAGRAM IN TEACHING ENGLISH FOR SPECIFIC ACADEMIC PURPOSES." Advanced Education 12, no. 24 (2024): 75–91. http://dx.doi.org/10.20535/2410-8286.285461.

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The purpose of the study is to explore the potential of integrating Instagram in university-level English for Specific Academic Purposes (ESAP) courses, focusing on Business English for Advanced Students. Using a mixed-methods approach, it combines qualitative data from observing the completion of Instagram-based assignments and subsequent semi-structured group interviews with quantitative data from a five-point Likert scale questionnaire distributed to the students who participated in the study. The research sample consisted of twenty-six undergraduate students from the Faculty of Commerce at
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Yunusova, Zilola. "TEACHING ENGLISH FOR SPECIFIC PURPOSES AND ITS TYPES." Oriental Renaissance: Innovative, educational, natural and social sciences 2, no. 27 (2022): 106–9. https://doi.org/10.5281/zenodo.7353249.

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<em>English for Specific Purposes (ESP) has been a current trend in language teaching for years. The ESP principles take part in the process of designing a syllabus or developing a teaching material for a particular course or study. Traditionally ESP courses were typically designed for intermediate or advanced adult learners. Nowadays many students can start to learn academic or vocational English at an earlier age and at a lower level of proficiency. A needs analysis, which is a part of ESP&rsquo;s principles, is applied in order to find the needs of the course&rsquo;s participants. This pape
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Umarova, Munira Baxodirovna. "OVERVIEW OF ENGLISH FOR SPECIFIC PURPOSES: FOCUS ON OCCUPATIONAL AND ACADEMIC PURPOSES." American Journal of Advanced Scientific Research (AJASR) 2, no. 9 (2025): 14–17. https://doi.org/10.5281/zenodo.15033513.

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English for Specific Purposes (ESP) is a branch of English language teachingthat addresses the specific linguistic needs of learners in various professional andacademic contexts. This article provides an overview of ESP, particularly focusingon its applications in occupational and academic settings. It examines the principlesunderpinning ESP, the methodologies employed, and the significance of tailoredlanguage instruction, supported by relevant literature. English for Specific Purposes(ESP) refers to instruction aimed at helping learners with their study or research inthe specific form of Engl
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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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Pandey, Gopal Prasad. "English for Academic Purposes: Theory, Trends and Practices." Education and Development 29 (December 1, 2019): 1–14. http://dx.doi.org/10.3126/ed.v29i0.32562.

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English for academic purpose (EAP) emerged as a branch of English for specific purposes in the early 1980s. EAP grounds English language teaching in the linguistic demands of academic context, tailoring instruction to specific rather than general purposes. There is a growth of interest in EAP in the recent years. The interest in EAP developed in response to the growing need for intercultural awareness and of English as a lingua franca (ELF). EAP has become a major area of research in applied linguistics and focus of the courses studied worldwide by a large number of students preparing for stud
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Dissertations / Theses on the topic "English for specific academic purposes"

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Tsegay, Tesfay Solomon. "English for specific academic purposes : a case study of English for law at the Ethiopian Civil Service College." Thesis, University of East Anglia, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.405242.

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The study aimed at exploring the English language problems adult students of law in the Ethiopian Civil Service College (ECSC) face, establishing their needs for the language to succeed in their studies and function effectively in their legal profession and proposing guidelines for English for law courses that would address the established needs and constraints. In addition to solving a practical problem, it was also the objective of the study to contribute to the scarce theory and practice in Ethiopia and worldwide in the fields of English for Specific Academic Purposes (ESAP) in general and
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Schmidt-Unterberger, Barbara. "The English-medium paradigm: a conceptualisation of English-medium teaching in higher education." Taylor&Francis Group, 2018. http://epub.wu.ac.at/6416/1/13670050.2018.pdf.

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The discourse on English-medium teaching in higher education uses several terms and concepts to describe practices, very often synonymously. This contribution aims to fill the research gap of a conceptualisation of English-medium teaching in higher education. It will identify relevant approaches and their corresponding terminology, as well as clarify which approaches are most suitable for higher education. Given that the past decades have seen a substantial rise in the use of English as a teaching language in European compulsory schooling [Dalton-Puffer, C. 2011. "Content and Language
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Crandell, Emily R. "Quizlet Flashcards for the First 500 Words of the Academic Vocabulary List." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6335.

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The Academic Vocabulary List (AVL) was produced by a rationale for word inclusion improved from the methodology used to generate Coxhead's AWL (Gardner & Davies, 2014). It offers a comprehensive view of high frequency academic vocabulary that could greatly benefit ELLs if implemented into ELL curricula (Gardner & Davies, 2014). However, because of the newness of the list, there are few learning resources currently utilizing the AVL. The major objective of this thesis project was to create digital flashcards for the first 500 words of the AVL to increase the list's accessibility to ELLs and tea
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Fouche, Ilse. "Improving the academic literacy levels of first-year Natural Sciences students by means of an academic literacy intervention." Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/26500.

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Over the past years, there has been a consistent call from Government and industry for South African tertiary institutions to deliver more graduates in the fields of science and technology. This, however, is no mean feat for universities, as the pool of prospective candidates delivers very few students with the necessary academic literacy abilities, and very few students who passed mathematics and science at the right levels to succeed in science higher education. This puts tertiary institutions under mounting pressure to accept students who are under-prepared and to support these students app
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Hyppolito, Fernando de Barros [UNESP]. "Ensino e aprendizagem de inglês para fins específicos: um estudo de caso." Universidade Estadual Paulista (UNESP), 2017. http://hdl.handle.net/11449/151298.

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Submitted by Fernando de Barros Hyppolito null (fbhyppolito@yahoo.com.br) on 2017-07-21T19:24:40Z No. of bitstreams: 1 Versão Final Dissertação julho 2017.pdf: 4381643 bytes, checksum: 69ee3f854438ad8f571cb258d5b59d2b (MD5)<br>Rejected by Luiz Galeffi (luizgaleffi@gmail.com), reason: Solicitamos que realize uma nova submissão seguindo a orientação abaixo: O arquivo submetido está sem a ficha catalográfica. A versão submetida por você é considerada a versão final da dissertação/tese, portanto não poderá ocorrer qualquer alteração em seu conteúdo após a aprovação. Corrija esta informa
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Karoro, Muhirwe Charles. "Developing Academic Literacies in Times of Change : Scaffolding Literacies Acquisition with the Curriculum and ICT in Rwandan Tertiary Education." Doctoral thesis, Linköpings universitet, Pedagogik och vuxnas lärande, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-80417.

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Inspired by the Bologna Process and other globalising influences from modern higher education, and driven by policy reform for national development after the ravages of the 1994 conflict and genocide, Rwanda’s tertiary education has embarked on a number of policy reform for national development after the ravages of the 1994 conflict and genocide, Rwanda’s tertiary education has embarked on a number of policy reforms that have ushered in expectations, requirements and demands that call for both reinvigorated and new academic literacies in undergraduate study since 2007. With its aim of producin
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Rosa, Stéfanie Fernanda Pistoni Della. "Análise das reflexões estabelecidas por pesquisadores entre conhecimento de língua inglesa e desempenho acadêmico." Universidade Federal de São Carlos, 2013. https://repositorio.ufscar.br/handle/ufscar/5759.

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Made available in DSpace on 2016-06-02T20:25:17Z (GMT). No. of bitstreams: 1 4990.pdf: 2214757 bytes, checksum: 6e39b9f422ae997bf8a869bb474e5be2 (MD5) Previous issue date: 2013-02-25<br>Financiadora de Estudos e Projetos<br>This study aims at identifying and discussing needs and interests of researchers of a public university in regard to learning or improving their knowledge of English for academic purposes. As a theoretical foundation, we rely on the studies developed by Robinson (1991), Hutchinson and Waters (2006), and Dudley-Evans and St. John (2010) to base discussions regarding Englis
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Melendy, Galon Anthony. "Professional English communication training for English for specific purposes." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1872.

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Tomashevska, A. Yu. "The origin of English for specific purposes." Thesis, БДМУ, 2020. http://dspace.bsmu.edu.ua:8080/xmlui/handle/123456789/18283.

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Nigi, Tamara <1961&gt. "Around and beyond English for specific purposes." Master's Degree Thesis, Università Ca' Foscari Venezia, 2018. http://hdl.handle.net/10579/11986.

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When, starting from an educational background in translation, I became an English Language tutor to adults in corporate and professional settings, I happened to notice some distorted expectations among recipients of tuition about the outcomes of self-contained, non academic language courses. The key question I have thus posed myself over time has thus always been: what are the actual possibilities of mediating along this polarity? The above question eventually sparked a couple more which are the ones I am going to be addressing in my dissertation: “What is language learner autonomy and
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Books on the topic "English for specific academic purposes"

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Rosmawati and Marjolijn Verspoor. English for Academic and Specific Purposes in the Classroom. Routledge, 2025. https://doi.org/10.4324/9781003471899.

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Ennis, Joseph Michael. Approaches to English for Specific and Academic Purposes: Perspectives on Teaching and Assessing in Tertiary and Adult Education. bu,press, 2020.

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Thomas, Orr, and Teachers of English to Speakers of Other Languages., eds. English for specific purposes. Teachers of English to Speakers of Other Languages, 2002.

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Kennedy, Chris. English for specific purposes. Modern English Publications [i.e. PhoenixELT], 1996.

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Anthony, Laurence. Introducing English for Specific Purposes. Routledge, 2018. http://dx.doi.org/10.4324/9781351031189.

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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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Schleppegrall, Mary. ESP, teaching English for specific purposes. Peace Corps, Information Collection & Exchange, 1986.

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Schleppegrell, Mary. ESP, teaching English for specific purposes. Peace Corps, Information Collection & Exchange, 1986.

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Jo, McDonough, Shaw Christopher, and University of Essex. Department of Language and Linguistics., eds. Topics in English for specific purposes. Department of Language and Linguistics, University of Essex, 1988.

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Book chapters on the topic "English for specific academic purposes"

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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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Basturkmen, Helen. "Academic Literacies in Visual Communication." In Developing Courses in English for Specific Purposes. Palgrave Macmillan UK, 2010. http://dx.doi.org/10.1057/9780230290518_7.

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Makra, Maria. "Responsive Assessment in English for Academic Purposes (EAP)." In International Conference Language for Specific Purposes (LSP) = Međunarodna konferencija Jezik struke (LSP). Društvo za strane jezike i književnosti Srbije, Sekcija univerzitetskih nastavnika stranog jezika struke, 2025. https://doi.org/10.18485/lsp.2025.6.ch46.

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Beltrán-Palanques, Vicent. "Promoting doctoral students' academic multimodal communication." In English for Academic and Specific Purposes in the Classroom. Routledge, 2025. https://doi.org/10.4324/9781003471899-9.

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Boswell, Eileen. "“Revenge of the Schwa”: A Metaphor for Teaching English Word Stress in Academic Vocabulary." In Asian Research on English for Specific Purposes. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-1037-3_5.

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Mur-Dueñas, Pilar. "Communicating in English in the 21st centuryA master's teacher training course for future secondary education English language professionals." In English for Academic and Specific Purposes in the Classroom. Routledge, 2025. https://doi.org/10.4324/9781003471899-16.

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Petchko, Katerina, and Gavin O'Neill. "Socializing public policy students into academic discourse." In English for Academic and Specific Purposes in the Classroom. Routledge, 2025. https://doi.org/10.4324/9781003471899-8.

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Huang, Ping, and Shuai Xu. "Interpersonal Interaction of Metadiscursive Nouns in Academic Discourse: Comparative Study on Native English and Chinese Writers." In Asian Research on English for Specific Purposes. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-1037-3_6.

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Yan, Lili. "Final Paper as Portfolio: An Academic Writing Assessment for Incipient College Student Writers from Large Classes." In Asian Research on English for Specific Purposes. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-1037-3_15.

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Fogal, Gary G., and Dennis Koyama. "Reconceptualizing academic literacy development in a Japanese university." In English for Academic and Specific Purposes in the Classroom. Routledge, 2025. https://doi.org/10.4324/9781003471899-11.

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Conference papers on the topic "English for specific academic purposes"

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Polyudova, Elena. "ARTIFICIAL INTELLIGENCE: MODERN APPLICATIONS IN TEACHING ENGLISH FOR SPECIFIC PURPOSES." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.2524.

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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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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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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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LIU, Dan. "English for Specific Academic Purposes in the Chinese –British Collaborative Context." In Proceedings of the 4th Annual International Conference on Social Science and Contemporary Humanity Development (SSCHD 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/sschd-18.2019.51.

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Bérešová, Jana. "LEARNING-CENTRED APPROACHES AND THEIR IMPACT ON DEVELOPING ENGLISH FOR SPECIFIC ACADEMIC PURPOSES." In 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.0967.

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Bérešová, Jana. "ACCURACY AND FLUENCY AS IMPORTANT GOALS IN THE ENGLISH FOR SPECIFIC ACADEMIC PURPOSES COURSE." In 16th International Technology, Education and Development Conference. IATED, 2022. http://dx.doi.org/10.21125/inted.2022.1176.

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Yarmakeev, Iskander E. "English For Specific Academic Purposes As Need And Tool Of Efl Pre-Service Teachers’ Communicative Competency Formation." In 3rd International Forum on Teacher Education. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.08.02.100.

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Barnau, Anna, and Nina Ferková. "MEDICAL ENGLISH FOR ACADEMIC PURPOSES: THE IMPACT OF A NEW GUIDE FOR POSTGRADUATES ON DEVELOPING SPECIFIC COMMUNICATION SKILLS." In 15th annual International Conference of Education, Research and Innovation. IATED, 2022. http://dx.doi.org/10.21125/iceri.2022.0329.

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Felea, Cristina, and Liana Stanca. "USING E-PORTOFOLIOS IN TEACHING ENGLISH FOR ACADEMIC PURPOSES – DEVELOPING INDEPENDENT LEARNING SKILLS." In eLSE 2019. Carol I National Defence University Publishing House, 2019. http://dx.doi.org/10.12753/2066-026x-19-125.

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This paper addresses e-portfolio pedagogy with a twofold purpose: in the local context, it aims to develop a research model that would facilitate the collection of data and a deeper understanding of the effects of the transition to a technology-enhanced learning environment. Within a more general context, it aims to contribute an analysis model of student learning in the digital era. At both levels, students are considered as digital natives that are increasingly aware of and concerned with developing skills and strategies meant to facilitate a more efficient integration on the current dynamic
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Reports on the topic "English for specific 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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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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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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Novicoff, Sarah, Sean F. Reardon, and Rucker C. Johnson. California’s English learners and their long-term learning outcomes. Learning Policy Institute, 2024. http://dx.doi.org/10.54300/636.224.

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As a first step, we provide a descriptive analysis of trends in key outcomes across successive cohorts of California ELs. This work is descriptive and is not meant to identify the specific impacts of any individual policies, but rather is intended to help policymakers understand generally how ELs fared between fall 2006 and spring 2019. Using population student-level longitudinal data obtained from the California Department of Education, we track outcomes for 12 successive cohorts of students who entered as ELs from kindergarten through their entire trajectory in California schools over 13 sch
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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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Chust-Hernández, Pablo, Emelina López-González, and Joan Maria Senent-Sánchez. Effectiveness of non-pharmacological treatments for academic stress in university students: a protocol for a systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, 2022. http://dx.doi.org/10.37766/inplasy2022.7.0071.

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Review question / Objective: The aim of this systematic review is to analyse the effectiveness of different non-pharmacological interventions on academic stress in university students. Eligibility criteria: Those articles that meet the following criteria will be included: 1) Papers that refer to the evaluation of the efficacy of an intervention on purely academic stress, assessed with a specific academic stress assessment instrument and not general or perceived stress; 2) Samples composed only of university students; 3) Empirical studies with pretest-posttest; 4) Studies published in English,
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Li, Jian, Peijing Li, and Jingwen Hu. Digital human modeling in automotive engineering applications: a systematic review and bibliometric mapping. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, 2022. http://dx.doi.org/10.37766/inplasy2022.10.0094.

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Review question / Objective: The aim of this systematic review is to investigate the state of the art of digital human models (DHMs) applied in the field of transportation and automotive engineering, to better inform the development of new models for such use cases. To this end, the proposed systematic review will address the following questions: What is the general trend of research in this field? Which specific use cases, methodologies, and human models are being more widely studied or utilized than others? How can we describe such study characteristics in a structured and quantitative manne
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Prysyazhnyi, Mykhaylo. UNIQUE, BUT UNCOMPLETED PROJECTS (FROM HISTORY OF THE UKRAINIAN EMIGRANT PRESS). Ivan Franko National University of Lviv, 2021. http://dx.doi.org/10.30970/vjo.2021.50.11093.

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In the article investigational three magazines which went out after Second World war in Germany and Austria in the environment of the Ukrainian emigrants, is «Theater» (edition of association of artists of the Ukrainian stage), «Student flag» (a magazine of the Ukrainian academic young people is in Austria), «Young friends» (a plastoviy magazine is for senior children and youth). The thematic structure of magazines, which is inferior the association of different on age, is considered, by vital experience and professional orientation of people in the conditions of the forced emigration, paid re
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Tompson, Lisa, and Polaschek Devon. Systematic evidence map of disparities in police outcomes: final report. The University of Waikato, 2021. https://doi.org/10.15663/h00.39555.

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To support the New Zealand Police Understanding Policing Delivery (UPD) project, we were tasked with completing an academic literature review on bias in policing. However, the vastness and complexity of the relevant research, and the short timeframe for completion meant that it was not possible to complete a single literature review that accurately reflected the evidence base; indeed, it would be difficult to do justice to this literature in a single review under any circumstances. Thus, rather than attempting a traditional literature review, we developed an evidence and gap map of the interna
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