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Flowerdew, John. "The linguistic disadvantage of scholars who write in English as an additional language: Myth or reality." Language Teaching 52, no. 02 (April 2019): 249–60. http://dx.doi.org/10.1017/s0261444819000041.
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Academics are coming under increasing pressure to publish internationally. Given the global dominance of English, this very likely means publishing in English-medium journals and with publishers which publish in English. This raises the important question of the possible disadvantage of those scholars whose first language is not English and who therefore have the additional burden of having to develop adequate proficiency in an additional language, English. As a student of modern languages to university level and of other languages to rather lower levels of proficiency and as a teacher of English for academic purposes (EAP) and of English for research and publication purposes (ERPP), since I became aware of this issue, I have always believed this extra burden on the English as an additional language (EAL) academic writer to be a self-evident truth. Ken Hyland, however, in a recent book (Hyland, 2015) and an article titled ‘Academic publishing and the myth of linguistic injustice’ (Hyland, 2016a), has taken it upon himself to argue that such an assumption is ill-founded. Hyland argues that native-speakers (NSs) of English encounter the same difficulties as non-native speakers (NNSs) when it comes to academic writing, that ‘academic English is no one's first language’, and that it requires ‘deliberate learning’ by both NSs and NSs (p. 57). Native and non-native writers, Hyland implies, are on a level playing field when it comes to writing for publication, both groups having to jump the same hurdles.
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Bentley, R. Alexander. "Academic copying, archaeology and the English language." Antiquity 80, no. 307 (March 1, 2006): 196–201. http://dx.doi.org/10.1017/s0003598x00093364.
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Verheijen, Lieke. "The language of quoting in academic writing." Dutch Journal of Applied Linguistics 4, no. 1 (August 17, 2015): 101–21. http://dx.doi.org/10.1075/dujal.4.1.10ver.
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Because quotation is a fundamental aspect of academic texts, this corpus study examines the language of quoting in (L2) academic writing. To find out whether there are subtle linguistic differences in the use of quotation by learners of English as a foreign language (EFL) and professional academics who are native speakers of English (NSE), I compare two corpora of scholarly writings: one by upper intermediate and advanced EFL students and one by NSE experts. 1201 Quotes were extracted from the writings and examined for a broad range of lexico-grammatical features relevant to using quotes, including introductions to quotes, lexical items in introducing quotes, ‘special’ quotes, and punctuation surrounding quotes. The findings make clear that EFL students and NSE experts differ significantly on various points in their language of quoting. Making students aware of these differences could make their academic writing more professional, native-like, and sophisticated.
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Vančíková, Jana. "Language Specifics of Writing a Paper in English." Studia commercialia Bratislavensia 3, no. 11 (January 1, 2010): 466–81. http://dx.doi.org/10.2478/v10151-010-0005-5.
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Language Specifics of Writing a Paper in English The paper aims to define the specifics of academic writing with focus on English language. It presents the linguistic features of academic text in comparison to the non-academic writing. Secondly, it provides the extended list of typical expressions used in different parts of academic paper. The paper gives many linguistic examples of expressions frequently used in the research and scientific papers.
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Nesi, Hilary. "Self-access system for English language support." ReCALL 5, no. 8 (May 1993): 28–30. http://dx.doi.org/10.1017/s0958344000005425.
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In common with similar units in many other British Universities, the Centre for English Language Teacher Education at Warwick University offers support in English for Academic Purposes (EAP) for students whose first language is not English. Students newly arriving from overseas are contacted via their departments and are invited to attend classes covering a range of language skills associated with EAP. Classes are typically well-attended in the first months of the academic year, and attendance tends to fall off in the second term, although there is an upsurge in interest in certain areas, such as Academic Writing, as students become increasingly involved in assignment and dissertation writing.
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Munoz Luna, Rosa, and Lidia Taillefer. "Academic Writing in English as a Foreign Language." International Journal of Applied Linguistics 24, no. 2 (July 2014): 291–92. http://dx.doi.org/10.1111/ijal.12066_5.
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Luna, Rosa Muñoz. "Academic Writing in English as a Foreign Language." International Journal of Applied Linguistics 24, no. 3 (November 2014): 425. http://dx.doi.org/10.1111/ijal.12083.
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Ventola, Eija. "Finnish writers' academic English." Functions of Language 1, no. 2 (January 1, 1994): 261–93. http://dx.doi.org/10.1075/fol.1.2.05ven.
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The paper illustrates how many Finnish writers tend to have difficulties coding references to text participants appropriately in their English texts. When organising their texts thematically, Finnish writers also appear to apply thematic patterns which are not typical of English texts. In addition, Finnish writers do not seem to utilise the possibilities of the interplay between the REFERENCE and THEME systems at their textual optimum. The insights into the textual analysis of FL-scientific writing presented here may prove useful when applied linguists are facing the challenge of designing courses for academic writing in a foreign language, courses which will develop learners' consciousness and linguistic skills in organising information in texts in a way which is referentially and thematically cohesive.
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Cabral, Maria L. "Portuguese Higher Education Graduates’ Views on Academic Writing." International Journal of Education 12, no. 1 (March 6, 2020): 75. http://dx.doi.org/10.5296/ije.v12i1.16625.
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This paper examines the language choices and the process of academic writing of a group of 35 Portuguese graduate students in the fields of humanities and social sciences with the aim of illustrating their language preferences, as well as the aspects they take into consideration while writing either in Portuguese or in English.Results of this study indicate that the participants prefer to write their papers in Portuguese, their first language, and that they use similar approaches when writing in both languages. However, findings also reveal they are concerned with slightly different process aspects when composing and revising their texts in Portuguese and in English. These differences seem to be associated with acquired discourse traditions in Portuguese language, as well as with the participants’ lower competence in English language writing.
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Jo, Claire W. "Exploring General Versus Academic English Proficiency as Predictors of Adolescent EFL Essay Writing." Written Communication 38, no. 2 (January 19, 2021): 208–46. http://dx.doi.org/10.1177/0741088320986364.
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Language learning is context-dependent and requires learners to employ different sets of language skills to fulfill various tasks. Yet standardized English as a foreign language assessments tend to conceptualize English proficiency as a unidimensional construct. In order to distinguish English proficiency as separate context-driven constructs, I adopted a register-based approach to investigate academic English proficiency (i.e., specific set of language skills that support academic literacy) and general English proficiency (i.e., wide range of language skills undifferentiated by context that are measured by traditional assessments) as separate predictors of overall essay quality. In the study, students completed a general English proficiency assessment and an academic language proficiency assessment, and essays were coded for academic writing features at the lexical, syntactic, and discourse levels. Beyond the contribution of academic writing features and general English proficiency, academic English proficiency emerged as a significant contributor to essay quality. Findings suggest that academic English proficiency scores more precisely identified a subset of academic language skills that is relevant to essay writing. The article concludes by discussing implications for strategic writing instruction that articulates the key expectations of academic writing used in and beyond school contexts.
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Conrad, Susan. "Register in English for Academic Purposes and English for Specific Purposes." Register Studies 1, no. 1 (April 26, 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 learners and novice writers themselves. This focus is illustrated in her book Real Grammar: A Corpus-Based Approach to English (Conrad & Biber 2009, Pearson Longman), which takes many of the major register-based patterns of variation in English grammar (described in the Longman Grammar of Spoken and Written English, Biber et al. 1999) and translates them into practical grammar lessons for language learners, making explicit how grammar use is mediated by register. Her applied focus is also evident in her work as Principal Investigator for the Civil Engineering Writing Project <http://www.cewriting.org/>. The project, funded by the National Science Foundation, addresses the writing needs of Civil Engineering students through corpus-based register comparisons (of university student writing, practitioner workplace writing, and published academic writing), applying the results to the development and evaluation of pedagogical materials that improve students’ preparation for writing in the workplace.
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Trinh, Linh Hong. "The effectiveness of using scoring rubrics in academic writing to English-majored students." Vietnam Journal of Education 4, no. 4 (December 30, 2020): 76–82. http://dx.doi.org/10.52296/vje.2020.83.
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English academic writing competences play such an integral part in students’ academic life. Nevertheless, students often deliver poor performances in academic writing class at university or have a great deal of difficulties in writing a composition. The paper presents the results from an action research project on the effectiveness of using scoring rubrics in teaching academic writing to English-majored freshmen in University of Languages and International Studies, Vietnam National University. 150 students coming from 6 different classes, all majoring in English language teaching or English language interpretation participated in this study. The article shows that after a semester using rubrics, the academic writing skills of students improved significantly with the increase in their grades also the decrease in the number of mistakes that they made during the writing process. However, there are still some certain hindrances to the use of rubrics in teaching and learning academic writing. Several recommendations are made concerning the effective use of scoring rubrics in academic writing class.
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Solli, Kristin, and Ingjerd Legreid Ødemark. "Multilingual Research Writing beyond English: The Case of Norwegian Academic Discourse in an Era of Multilingual Publication Practices." Publications 7, no. 2 (April 4, 2019): 25. http://dx.doi.org/10.3390/publications7020025.
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Although English is the dominant language of scholarly publication, many multilingual scholars continue to publish in other languages while they also publish in English. A large body of research documents how these multilingual scholars negotiate writing in English for publication. We know less, however, about the implications of such negotiations for other languages that scholars work in. We wanted to investigate trends in writing conventions in language other than English during a period when multilingual publication patterns have been common. Specifically, we examined changes in rhetorical patterns in the introduction sections of the 1994 and the 2014 volumes of three Norwegian-language journals in three different disciplines in the humanities and social sciences. Our findings show that while certain features of our material might be interpreted as the result of a non-English discourse community adopting dominant Anglo-American models, the overall picture is more complex. Our study indicates that we need more research that examines cross-linguistic textual practices that focus on English and any other languages that scholars may work in. We also consider the possible pedagogical implications of such a focus.
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Callies, Marcus, and Ekaterina Zaytseva. "The Corpus of Academic Learner English (CALE)." Dutch Journal of Applied Linguistics 2, no. 1 (May 6, 2013): 126–32. http://dx.doi.org/10.1075/dujal.2.1.11cal.
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Learner corpora present an option to inform, supplement and advance the way language proficiency is operationalized and assessed, and may also be used in data-driven approaches to the assessment of writing proficiency that are largely independent of human rating. The aim of this contribution is twofold: first, to introduce a new Language-for-Specific-Purposes learner corpus, the Corpus of Academic Learner English (CALE), currently being compiled for the study of academic learner writing; and second, to illustrate how the CALE is useful in a text-centered, corpus-driven approach to the assessment of academic writing to achieve a higher degree of reliability in assessing language proficiency.
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Bista, Krishna, and Pamela Shultz. "Academic Writing: A Handbook for International Students (3rd Ed.)." Journal of International Students 1, no. 2 (July 1, 2011): 79–80. http://dx.doi.org/10.32674/jis.v1i2.561.
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For many international students, academic writing is a significant challenge because of the rules used in Standard English. Writing in academia consists of producing college essays, reflections, reports, and research papers which all require a working knowledge of the English language. Nevertheless, English Composition instructors, English as a Second Language (ESL) program staff, and freshmen international students will find Bailey’s book Academic Writing text a helpful resource manual both in and out of class.
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Péry-Woodley, Marie-Paule. "French and English passives in the construction of text." Journal of French Language Studies 1, no. 1 (March 1991): 55–70. http://dx.doi.org/10.1017/s0959269500000806.
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ABSTARACTThe aim of the article is to explore a small corner of the interface between micro-characteristics of texts – such as sentence syntax – and the macroproperty of textual coherence, in the context of second-language academic writing. French and English passives are analysed in terms of their information-packaging role in essays in English LI, and French LI and L2. The analysis provides insights into the role of passives in academic writing in both languages and into some specific problems for English-speaking learners of French: in particular it throws some light on the excessive – and often erroneous – use of on, regarded as a substitute for the English passive.
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Cadwell, Robert, and MJ Outcault Hill. "Improving written communication among English language learners." Westcliff International Journal of Applied Research 2, no. 1 (April 1, 2018): 63–68. http://dx.doi.org/10.47670/wuwijar201821rcmjoh.
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Teachers of English language learners (ELL) face two important tasks. First, they must help students master the content of a specific subject matter and compile evidence that students can demonstrate mastery. Second, they must help students achieve proficiency in academic English, both orally and in writing. In this short article, the authors would like to share some of the practical techniques researchers have found for helping students master the content of a specific subject matter and offer suggestions to help ELL students begin mastering the difficult task of communicating in writing.
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Sheremetyeva, Svetlana, Olga I. Babina, Anastasia Yu Zinoveva, and Ekaterina D. Nerucheva. "INFORMATION TECHNOLOGY FOR ACADEMIC WRITING IN THE ENGLISH LANGUAGE." Bulletin of the South Ural State University series Linguistics 16, no. 2 (2019): 36–43. http://dx.doi.org/10.14529/ling190205.
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Xie, Jianping. "Chinese MAs’ Evaluation in English Academic Writing: A Student-oriented Perspective." Journal of Language Teaching and Research 11, no. 5 (September 1, 2020): 739. http://dx.doi.org/10.17507/jltr.1105.08.
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Though it is well acknowledged in the academia that constructing authorial evaluation is important in English academic writing, L2 novice writers’ views of and attitudes towards evaluation, which can help to understand their problematic evaluation demonstration in English academic writing, is generally underexplored. To address this gap, this study aims to investigate Chinese MA students’ views of and attitudes towards evaluation in English academic writing, especially in the subgenre of literature review. To achieve this end, a semi-structured questionnaire survey among 174 Chinese MAs of Applied English Linguistics as well as interviews was conducted. Quantitative and qualitative data analyses show that the majority of the Chinese students have recognized the importance and necessity of evaluation in English academic writing, and their understandings of evaluation are generally accurate and in compliance with the institutionalized nature of academic writing. However, there are still quite many students possessing inadequate knowledge and underestimation of evaluation in English academic writing, which can partly be attributed to the general underplay of evaluation demonstration in the pedagogy of English academic writing and by supervisors as well. Explicit instruction on evaluation in the teaching of English academic writing as well as postgraduate supervisors’ attention to and guidance in students’ constructing authorial evaluation are therefore appealed for by the study.
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Tomuschat, Christian. "The (Hegemonic?) Role of the English Language." Nordic Journal of International Law 86, no. 2 (June 19, 2017): 196–227. http://dx.doi.org/10.1163/15718107-08602003.
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Latin was the language mostly used by international lawyers in the early centuries of European history, later replaced by French. In the course of the 20th century, the monopoly of French was progressively eroded by English. At world level, English has become the primary instrument of communication, whose dominance is not confined to diplomatic intercourse, but has also intruded into academia. Numerous international law journals have switched to English at least as a supplementary language. This ascendance of English has the great advantage of ensuring easy communication among lawyers world-wide. Yet the concentration on English leads to neglect of writing in other languages, and accordingly, to an impoverishment of intellectual debate. The use of English, tends to degenerate into a tool of political hegemony. All international lawyers should make an effort to reach at least a passive knowledge of the traditional European languages in order to avoid a “déformation linguistique”.
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Bére-ová, Jana. "Authentic Materials – A Natural Resource for Developing Academic English." Advances in Language and Literary Studies 9, no. 5 (October 31, 2018): 53. http://dx.doi.org/10.7575/aiac.alls.v.9n.5p.53.
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The approach to language learning as a way of coming to understand target culture and its impact on target language is reflected in the concept of teaching and learning languages through the integration of intercultural capabilities. The concept will be supported by a number of examples taken from authentic materials language learners have encountered in target language contexts, predominantly gaining experience through reading authentic materials. The paper presents the ideas of university students who carried out their own projects within and after research run by Trnava University, the representatives of which actively participated in a three-year project, supported by the VEGA funding scheme under number 1/0106/15. Twenty-two students who participated in our experiment were asked to analyze formal English in its written mode, searching for characteristic features of formal writing, used in contemporary English. After the completion of the first task related to the selection of appropriate samples, the students were expected to compare the quality of authentic materials received through technologies and that achieved from reading contemporary literary prose, newspapers and academic texts. The idea behind this task was to help university students to be able to critically assess other people’s ideas and arguments, to apply critical thinking when reading, to evaluate authentic materials and to achieve the ability to construct effective arguments in formal writing.
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Pongsukvajchakul, Patsara. "Language Learning Strategies Used in English Writing by Thai Undergraduate Students." Shanlax International Journal of Education 9, no. 2 (March 1, 2021): 54–59. http://dx.doi.org/10.34293/education.v9i2.3626.
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This research investigated language learning strategies used in English writing by 100 Thai undergraduate students. It analyzed differences in the use of language learning strategies in English writing in the second semester of the 2019 academic year at Kasetsart University in Chonburi, Thailand. The research instrument was a 50-item questionnaire adapted from Oxford’s strategy inventory for language learning (SILL). Data on language learning strategies used in English writing were examined using descriptive statistics (mean, frequency, percentage and standard deviation). Differences in the use of language learning strategies in English writing were analyzed by t-test and F-test. The results indicated that primarily, students used social strategies, followed by memory strategies, compensatory strategies, metacognitive strategies, cognitive strategies and affective strategies in English writing, respectively. Significant differences in the use of language learning strategies in English writing were found on students’ field of study, year of study and writing frequency, except gender, age and English point.
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Özkayran, Ali, and Emrullah Yılmaz. "Analysis of Higher Education Students’ Errors in English Writing Tasks." Advances in Language and Literary Studies 11, no. 2 (April 30, 2020): 48. http://dx.doi.org/10.7575/aiac.alls.v.11n.2p.48.
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The aim of this study is to analyse the errors of higher education students in English writing tasks. In the study, the paragraphs in the exam papers of 57 preparatory class students, studying at a state university in Turkey in 2017-2018 academic year, were analysed. The study was conducted using qualitative research method. Case study was used in the research. Document analysis was used to collect data. The collected data were analysed in line with Surface Strategy Taxonomy and errors were identified and classified. As a result of the error analysis process, it was observed that the students made a total of 381 errors on 57 exam papers; 192 of them were misformation errors, 113 were omission errors, 65 were addition errors and only 11 were misordering errors. Misformation was the most frequent error among the students with a percentage of 50.39. In addition, the percentage of omission errors was 29.66%, that of addition errors was 17.06% and misordering errors was 2.89%. The professionals teaching English as a foreign language should focus more on prepositions, verb “to be”, spelling, articles, singular/plural forms of nouns, word formation, tenses, word choice and subject-verb agreement, which were the most problematic areas of language listed under the four main categories by developing efficient instructional techniques and materials. They should also respect learners’ errors and set up a positive atmosphere where learners can easily express themselves in the target language without the fear of committing errors.INTRODUCTIONThere are lots of languages in the world and some of them have come to the fore due to the fact that they are spoken by millions and even billions of people. People generally learn the language spoken where they are born, however; the developments in the fields such as communication, transportation, tourism and trade forced people to learn the languages that they didn’t need to learn in the past. English is the most popular one of those languages and for some it is the lingua franca (Modiano, 2004; Becker and Kluge, 2014) of our age.Millions of people in the world speak English as their mother tongue while others must learn it as a second (ESL) or foreign language (EFL). Learning English as second or foreign language differs with respect to learners’ attitudes towards English and the people who speak it as their native language, exposure to English, their sources of motivation and so on. The main focus of this study is learning English as a foreign language as English is not the primary language in the country where the study was carried out.A considerable
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Biber, Douglas. "A corpus-driven approach to formulaic language in English." International Journal of Corpus Linguistics 14, no. 3 (August 20, 2009): 275–311. http://dx.doi.org/10.1075/ijcl.14.3.08bib.
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The present study utilizes a corpus-driven approach to identify the most common multi-word patterns in conversation and academic writing, and to investigate the differing pattern types in the two registers. The paper first surveys the methodological characteristics of corpus-driven research and then contrasts the linguistic characteristics of two types of multi-word sequences: ‘multi-word lexical collocations’ (combinations of content words) versus ‘multi-word formulaic sequences’ (incorporating both function words and content words). Building on this background, the primary focus of the paper is an empirical investigation of the ‘patterns’ represented by multi-word formulaic sequences. It turns out that the multi-word patterns typical of speech are fundamentally different from those typical of academic writing: patterns in conversation tend to be fixed sequences (including both function words and content words). In contrast, most patterns in academic writing are formulaic frames consisting of invariable function words with an intervening variable slot that is filled by content words.
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Li, Jing, and Lei Zeng. "Investigation into and Analysis of the Current Situation of Academic English Writing of HLP Postgraduates: A Case Study from a Chinese University." Journal of Language Teaching and Research 10, no. 5 (September 1, 2019): 979. http://dx.doi.org/10.17507/jltr.1005.09.
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As many scholars have realized the significance and urgency of academic English writing research in English-as-foreign-language countries, numerous studies have been conducted on the topic. However, little has focused exclusively on multidisciplinary empirical research on High-level Project (HLP) postgraduates’ academic English writing in China. The present study intends to explore the general tendency of HLP students’ academic English writing. It first investigates the difficulties and writing habits of fifty-one HLP postgraduates in the English training center of a “Project-985” university in China through a questionnaire and semi-structured interviews, and then discusses some problems of the present academic English writing classroom and academic English writing skills that need to be improved promptly.
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Nkemleke, Daniel. "Some characteristics of expository writing in Cameroon English." English World-Wide 27, no. 1 (March 23, 2006): 25–44. http://dx.doi.org/10.1075/eww.27.1.03nke.
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One of the major characteristics of English in non-native settings is that it exists alongside indigenous languages and most people who study English here come to the language classroom with knowledge of at least an L1. Because the rhetorical structure of the L1 of these learners is not the same as that of English, what is written in these settings often exhibits features that do not meet the expectation of a typical western mind. This study analyses the structural configuration and some syntactic features that characterise students’ essays in a formal academic situation in Cameroon. The corpus is composed of 104 essays written by two batches of students (2002/2003, 2003/2004 academic years) in the department of English of the Ecole Normale Supérieure Yaoundé. Findings reveal that the structure of most essays examined does not follow the strict logical sequence that is characteristic of the typical English essay. And this may well reflect the narrative style that is foreign to the English native speaker. Again, there is a general tendency of register “mixing” in most of the essays. The article concludes that expository writing in Cameroon may well constitute a fruitful area of research into aspects of “nativization” of cohesion and rhetorical strategies of English in the “Outer Circle”.
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Elshahawy, Khaled Elkotb Mahmoud. "Practicing English Through Digital Devices: Practices and Perceptions of the EFL Undergraduate Students Majoring in English Language." International Journal of Language and Literary Studies 2, no. 1 (March 6, 2020): 21–37. http://dx.doi.org/10.36892/ijlls.v2i1.109.
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This research paper briefly considers the significance of practicing English through digital devices for EFL Saudi undergraduate university students majoring in English language. As the Computer Assisted Language Learning (CALL) acronym is no longer suitable for investigating and describing EFL practices to improve the English language learners' macro skills, namely, listening, speaking, reading and writing .This is because we are now in a ‘post-CALL era’ of Mobile Assisted Language Use (MALU) with digital literacy skills as a defining characteristic for the 21st century English language learners.The current study highlighted the practices and perceptions of Languages and Translation Department students majoring in English Language at Tayma University College in Saudi Arabia. In order to collect the necessary data, the study used a four- point options Lekert scale questionnaire. The study used a mixed method of quantitative and qualitative approaches. The participants of the study were 40 students (20 males and 20 females). The study was conducted in the first semester of the academic year 2018/2019. The findings of the study proved that the students were highly motivated to use the digital devices to improve their English language proficiency macro skills. Based on these results, the study recommends implementing the digital devices in the EFL curricular to improve the EFL learners’ macro skills.
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Kiasi, Mohammad Aghajanzadeh, and Seyedeh Lida Alavi. "Procedural Rhetoric: An Alternative to Traditional Academic Writing Programs." Theory and Practice in Language Studies 6, no. 12 (December 1, 2016): 2309. http://dx.doi.org/10.17507/tpls.0612.11.
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A host of movements have been performed to broaden English language learners’ writing scholarship. A major rethink of L2 writing materials is what syllabus designers should pursue in some collegiate contexts; all the more so because writing is considered as a scholarly skill for English language learners to do academic assignments and manifest their academic attainments in different academic areas. Having this in mind, the present study explored the implications of new English writing course syllabuses designed based on procedural rhetoric, which made English majors significantly outperform conventional syllabuses users in terms of content, vocabulary, and language use. The achieved results ensured that university writing courses can bring about more accomplishments when a multi-faceted program aligned with contemporary concerns of academic writing is adopted.
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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 will give instructions in class or give information on specific dates for exams, quizzes and homework which is sometimes given orally or written on the board. Asking questions during class and following transitions between activities can be another challenge for second language learners who struggle with language in a math class. Another aspect of language present in a math course is in the textbook. Students will often be assigned chapters or sections to read in order to prepare for an upcoming class. The textbook is written using the disciplinary language of math, which makes it difficult to follow especially because definitions of math words are often defined with other math jargon. With such rich language and classroom interaction, it is imperative to not overlook the subject of math when discussing English for Academic Purposes.
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Stamer-Peterson, Melissa. "Math and English for Academic Purposes." Issues in Language Instruction 6, no. 1 (January 10, 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 will give instructions in class or give information on specific dates for exams, quizzes and homework which is sometimes given orally or written on the board. Asking questions during class and following transitions between activities can be another challenge for second language learners who struggle with language in a math class. Another aspect of language present in a math course is in the textbook. Students will often be assigned chapters or sections to read in order to prepare for an upcoming class. The textbook is written using the disciplinary language of math, which makes it difficult to follow especially because definitions of math words are often defined with other math jargon. With such rich language and classroom interaction, it is imperative to not overlook the subject of math when discussing English for Academic Purposes.
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Et. al., Surya R,. "Fanfiction as an Academic Tool for Advanced Language Fluency: A Study." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 4 (April 11, 2021): 364–69. http://dx.doi.org/10.17762/turcomat.v12i4.515.
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In this globalized world, a thorough grasp of the English language has mushroomed as an inexorable necessity than an obligation. Traditional language learning is often turning out to be an involuntary process, alienating learners and thereby posing bigger challenges to second language teaching. Given the ongoing diversified technological revolution, an informal user-friendly ambience was created, making learning an uncomplicated and stress-free exercise. Digital platforms aid in several ways for learning languages - such as online language courses and special purpose mobile applications. Exposure to the language is vital in the learning process and social media can be of great help here. There is no better choice as a practice ground than social media and its associated forms. Fanfiction forums are the most popular reading and writing communities on the Internet. This paper attempts to throw light on how fanfiction can be useful in the task-based language teaching method for attainment of advanced fluency in reading and writing skills. A looming literary sensation and a source of entertainment, fanfictions of prominent literary works and visual arts are widely read and accepted by masses. This fictional writing can be incorporated into a higher-level language classroom as a learning tool, under the guidance of teachers who are accustomed to this form of writings and are digitally literate. A sample survey was conducted among fan fiction groups to highlight and justify the efficacy of fanfiction in promoting English language learning.
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Yu, Xiaoli. "Lexical features in argumentative writing across English writers from different language backgrounds." Journal of Second Language Studies 3, no. 1 (April 10, 2020): 82–110. http://dx.doi.org/10.1075/jsls.19024.yu.
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Abstract This corpus-based research analysed three lexical features (lexical diversity, lexical sophistication, and cohesion) in English argumentative writing and examined the potential differences in lexical performance (1) between native and nonnative English writers and (2) across all writers from various language backgrounds. The findings revealed that nonnative English writers demonstrated significantly lower performance in lexical sophistication than did native English writers. Significant differences in all three lexical aspects exist between writers from different language backgrounds. Pedagogical implications for vocabulary instruction in academic writing for nonnative writers include emphasizing the mastery of academic, low-frequency, and discipline-specific vocabulary. Additionally, improving nonnative writers’ vocabulary size and lexical diversity is essential for building deeper level cohesion in writing. The results suggest unique writing characteristics of different nonnative writers and their varied learner needs should be acknowledged. Thus, targeted instruction is essential to provide effective enhancement to nonnative English writers’ lexical performance in academic writing.
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Shayakhmetova, Leysan, Liliya Mukharlyamova, Roza Zhussupova, and Zhanargul Beisembayeva. "Developing Collaborative Academic Writing Skills in English in Call Classroom." International Journal of Higher Education 9, no. 8 (October 30, 2020): 13. http://dx.doi.org/10.5430/ijhe.v9n8p13.
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The modern system of foreign language teaching impacts a qualitative change in the new methodological approaches with using innovative technologies in the educational process. Spencer Kagan created Cooperative learning structures that make collaborative learning easy to use. It provides students with valuable and ample opportunities to combine language resources and collaboratively build knowledge and writing through interaction. Cooperative learning methods do not require a detailed study of plans, educational materials, and special training. Hence the article depicts University students' implementation of collaborative academic writing skills in a Computer-assisted Language Learning environment. Collaborative writing is interpreted as an action in which students communicate, consult, and make collective decisions during the writing process through computer and create a unique text with shared accountability and co-ownership. In this paper, the crucial types of academic writings are highlighted, and experimental teaching results have proved Kagan's collaborative model as a useful technique for improving students' academic writing skills.
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Borgioli, Gina M. "Equity for English Language Learners in the Mathematics Classroom." Teaching Children Mathematics 15, no. 3 (October 2008): 185–91. http://dx.doi.org/10.5951/tcm.15.3.0185.
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Although English Language Learners (ELLs) quickly acquire basic interpersonal communication skills, most struggle for several years with reading and writing academic content in English (Cummins 1981). In particular, in English-only mathematics classes, children are likely to have difficulty reading and comprehending text, reading word problems, and giving written or oral justifications of their problem-solving strategies in English (Clarkson and Galbrath 1992; Cuevas 1984; Cummins 1984; Moschkovich 2000; Ron 1999). A language barrier should not be mistaken for a learning problem or a deficit. English-speaking peers of ELLs should also avoid assigning them lower social and academic status because of nonnative language skills and perceived inability to perform well on social and academic tasks (Cohen et al. 2004).
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Wang, Julan. "A Comparative Study on Teacher Talk of Australian and Chinese English Teachers in an Academic English Writing Course in Chinese EFL Classrooms." Journal of Language Teaching and Research 10, no. 4 (July 1, 2019): 776. http://dx.doi.org/10.17507/jltr.1004.12.
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Research on teacher talk has shown that many different teaching behaviors between native English speaking teachers and non-native English speaking teachers may result form their different English proficiency. This paper aims to examine the differences between Australian English teachers (AETs) and Chinese English teachers (CETs) in an Academic English Writing course in ELF classrooms in China in terms of language use, linguistic complexity, and linguistic variety. Two university teachers (one AET and one CET) were recorded and observed for two weeks in October of 2017 in SHU-UTS Business School of Shanghai University. Data were collected via classroom observation and analyzed by a qualitative research method. The findings revealed although there are some differences in language use, linguistic complexity and linguistic variety, both teachers are highly aware of the marking criteria for the writing task of the academic English writing course and emphasize their teacher talk quality input for their students. The results, therefore, can help teachers from Australian and Chinese cultures to continuously work on high quality teacher talk and facilitate the development of a specific language skill-academic English writing for English learners in EFL Chinese classrooms.
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Qin, XIE, and Stephen Andrews. "Language and Literature Division, Faculty of Education, Hong Kong University." Language Teaching 43, no. 1 (December 10, 2009): 108–12. http://dx.doi.org/10.1017/s0261444809990243.
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The Language and Literature Division (LLD) is the largest of the six divisions of the Faculty of Education, University of Hong Kong (HKU). It is currently home to 34 academic staff, who specialize either in the fields of Chinese Language, English Language and/or Literature Education, and to 60 full-time and 28 part-time doctoral students, who are researching a wide range of topics including subjects as diverse as corpus-aided language learning, task-based language teaching in primary schools, the English writing of Chinese undergraduates, and the impact of school-based assessment. Staff are very active in conducting their own research, much of which is rooted in classrooms and focuses on issues that directly concern the teaching and learning of languages, such as reading literacy, school-based assessment and assessment for learning in English Language, the teaching of Chinese characters, and good practices in English Language Teaching in Hong Kong secondary schools (see http://good-practices.edb.hkedcity.net/). Colleagues in the English Language area have played important roles in the HKU Strategic Research Theme ‘Language in education and assessment’. This initiative brought together staff from a range of disciplines in various forms of language-related research collaboration, culminating in two large and highly successful international conferences in June 2008: one focusing on language awareness and the other on language issues in English-medium universities (see http://www.hku.hk/clear/).
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Qadir, Sarkawt Muhammad, Hanife Bensen Bostanci, and Mustafa Kurt. "Writing Apprehension Among English as a Foreign Language Postgraduate Students." SAGE Open 11, no. 2 (April 2021): 215824402110071. http://dx.doi.org/10.1177/21582440211007121.
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Although many studies have investigated writing apprehension among students of different education levels during the last decades, several of its aspects have remained uninvestigated in different contexts. One of these contexts is North Cyprus. For this reason, this study aimed to measure the level of writing apprehension experienced by English as a foreign language (EFL) postgraduate students at this particular context when writing in English. The study also tried to explain whether variables such as age, gender, academic level, and socioeconomic status were correlated with writing apprehension. To achieve these aims, the researchers adopted Daly and Miller’s questionnaire called Writing Apprehension Test. A total of 37 EFL postgraduate students belonging to different ages, genders, academic levels, and socioeconomic statuses took part in the study. The collected data were analyzed using the SPSS program to reveal whether there was a significant correlation between the aforementioned variables. Mean scores, standard deviations, Pearson correlation, frequencies, and percentages were employed to reveal the results. The study demonstrated that, though almost nearly half of the students were highly apprehensive, the majority of them experienced a moderate level of apprehension when writing in English and the relationship between writing apprehension levels and the variables was not statistically significant, that is, the results showed that age, gender, academic level, and socioeconomic status did not have any influence on writing apprehension.
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Bada, Erdoğan, and Ömer Gökhan Ulum. "Utilization of active and passive constructions in English academic writing." Journal of Human Sciences 15, no. 1 (March 15, 2018): 413. http://dx.doi.org/10.14687/jhs.v15i1.5256.
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By its nature, AW represents adversity compared to other types of writing. It owns the characteristics of more notable patterns and language usage compared to other writing styles such as literary works, news, etc. Without discriminating the language used, this kind of writing generally bears similarities across languages due to the description and representation of scientific concepts. Therefore, there stands a must that objectivity is observed in AW as much as possible. In terms of language usage, diverse structures may be seen to be used in varied frequencies. Within this study, articles written in English and published in scientific journals covered by high ranking field indices such as Social Sciences Citation Index, Science Citation Index/Health Sciences Library, and American-Eurasian Network for Scientific Information were perused depending on their related fields classified as the Social Sciences, Natural and Applied Sciences, and Health Sciences, and then active/passive dispersion of these articles was identified through descriptive content analysis. The results suggest that active structure usage (61%) in overall analysis outnumbered that of passive (39%); the decline in its utilization depending on fields is rather significant, in that while the gap between active (74%) and passive (26%) usage in Social Sciences is rather wide in favor of active construction, we can observe a significant narrowing of the divide in Natural and Applied Sciences (60% active, 40% passive), and Health Sciences (51% active, 49% passive). The findings of this descriptive study may contribute to prospective research carried out in the specified fields in AW.
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Pauwels, Anne, and Joanne Winter. "Generic pronouns and gender-inclusive language reform in the English of Singapore and the Philippines." Australian Review of Applied Linguistics 27, no. 2 (January 1, 2004): 50–62. http://dx.doi.org/10.1075/aral.27.2.04pau.
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Abstract The concurrent trends of globalisation and ‘indigenisation’ affecting the English language (varieties) around the world pose some interesting questions for language planning and reform issues (e.g. Phillipson, 1992; Pennycook, 1994; Crystal, 1997). With this project we examine the impact of these competing trends on corpus planning relating to gender-inclusive language use in the Englishes of Singapore and the Philippines, categorised as ‘outer-circle’ Englishes by Kachru (1992,1997). In this paper we present some findings on aspects of gender-inclusive language reform based on an analysis of the student and academic texts in the Singapore and Philippine components of the International Corpus of English [ICE]1. Education, particularly higher education, has been identified as a leading site of contact with and trajectories of change for gender-inclusive language reform. We focus in particular on one of the main features of gender-inclusive language reform: generic pronouns. The results of the ICE corpus analysis suggest that adoption of gender-inclusive and gender-neutral generic pronouns is not yet profiled in these ‘outer-circle’ Englishes. Generic he remains the pervasive generic pronoun in the student and published academic writing in the Singapore English corpus. The Philippines data reveal a similar trend although there is some emergence of s/he forms as the preferred gender-inclusive alternative.
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Chen, Jiangping. "Mainland Non-English-Major Students’ Perceptions of English Academic Writing in the Taught Postgraduate Program in Hong Kong: A Needs Analysis." Studies in English Language Teaching 6, no. 1 (December 14, 2017): 21. http://dx.doi.org/10.22158/selt.v6n1p21.
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<p><em>As higher education is being internationalized globally, it is also not rare to find degree programs delivered in English, the world’s lingua franca, in countries where English is learned as a foreign language. In mainland China, such courses are available for bachelor and master’s degrees. Accordingly, students in those programs have to meet the academic English requirements, by which writing is assumed to be the most challenging. This small-scale research was conducted among 81 mainland non-English-major students studying in the taught postgraduate program in Hong Kong, with the instruments of questionnaires and follow-up interviews. Within the framework of needs analysis, it reports their detailed perceptions of English academic writing. Results indicate that those upper-intermediate language learners are generally able to get accustomed to academic writing in English, but some writing skills, and particularly language issues (academic lexis, grammar, and style) pose challenges to their studies. The article concludes with some feasible pedagogical implications for updating the university English education system in mainland China.</em></p>
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Greenbaum, Sidney, and Gerald Nelson. "Clause relationships in spoken and written English." Functions of Language 2, no. 1 (January 1, 1995): 1–21. http://dx.doi.org/10.1075/fol.2.1.02gre.
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There are opposing views on whether speech or writing is more complex syntactically. We investigated the complexity of clause relationships in a range of spoken and written text categories: spontaneous conversations, broadcast discussions, unscripted monologues, personal handwritten letters, academic writing, and non-academic writing. Conversations proved to be the most distinctive category. It had the highest percentage of simple clauses and the lowest percentage of both subordination and coordination. For all the other categories there is not a sharp distinction between speech and writing in any of the measures that were applied.
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Li, Tinghua, and Yuwen Zhang. "The Construct of English Competence and Test Design for Non-English Major Postgraduates." English Language Teaching 14, no. 1 (December 21, 2020): 58. http://dx.doi.org/10.5539/elt.v14n1p58.
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In this study, the construct of English competence for non-English major postgraduates is defined as the ability to effectively use various strategies and comprehensively exert the ability of reading, listening, writing, speaking and translation with academic, world, linguistic and intercultural knowledge in academic activities, classroom learning and workplace. Based on this construct, an English proficiency test for non-English major postgraduates is developed.
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Sheppard, Jerry Paul. "Getting published: achieving acceptance from reviewers and editors." Journal of Asia Business Studies 9, no. 2 (May 5, 2015): 117–32. http://dx.doi.org/10.1108/jabs-02-2015-0024.
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Purpose – The purpose of this paper is to develop an understanding how to successfully develop, write up and get research work accepted and published in an English language business research journal. Design/methodology/approach – A review of good basics in writing, producing good scholarly academic writing, presentation of papers that are in a style that is proper for academic English language journals and how to avoid common writing problems and mistakes. Findings – Getting research work published requires persistence, people and progress. One must have persistence in seriously approaching and improving one’s research work. Researchers need to involve a network of people (conference attendees, people who understand the area, reviewers and editors) to develop good research. Research should lead to progress in our understanding of the way the world works. Practical implications – This paper helps authors readily bring their research to publishable quality in English language research journals by reducing pitfalls to authors writing in English as a foreign language. Originality/value – By providing not only sound practical advice, and how to avoid potential errors, the paper also provides graphic diagrams and a checklist for research writing that will aid authors writing in English as a foreign language in readily bringing their research to publishable quality in English language research journals.
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LoCastro, Virginia, and Mayumi Masuko. "Plagiarism and Academic Writing of Learners of English." HERMES - Journal of Language and Communication in Business 15, no. 28 (March 2, 2017): 11. http://dx.doi.org/10.7146/hjlcb.v15i28.25665.
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Incidents and anecdotal evidence accrue of learners’ resorting to plagiarism in their essays and research papers. There seem to be three possible reasons that plagiarism is common among students writing in English as a second language. First is the desire to cut corners. Second, there are differences in cultural practices. Third, the learners have a lack of skills and/or language proficiency. We wanted to begin to document the actual situation in Japan. Therefore, we decided to conduct an ethnographic type of study in which we would seek evidence from a variety of sources. Although we focused our attention on written assignments of learners within the classroom context, specifically examining plagiarising the work of others, we also examine the broader social context.
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Walisundara, WMUSK. "Second Language Learner Perceptions on Web-Based Language Learning." Journal of English Language Teaching and Linguistics 5, no. 3 (December 29, 2020): 457. http://dx.doi.org/10.21462/jeltl.v5i3.465.
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<p><em>The focus of the current study was to investigate the perceptions of English as a second language learners on using computer assisted language learning (CALL) for improving academic writing skills. The study was conducted for thirteen weeks with 82 second year undergraduates from General Sir John Kotelawala Defence University in Sri Lanka. Switching Replication was used for the research design. The data were analyzed using mix method approach. The findings indicate that the participants preferred the in-class environment more than the CALL environment for academic writing skills. Participants’ lack of experience in CALL, poor writing and vocabulary skills and the negative interference from the technical issues were some of the issues that had a negative effect on the participants in the CALL environment. Yet the success of the intervention both in the first and second phases indicates the effectiveness of CALL for developing academic writing skills</em></p>
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Saeed, Rana Muhammad Basharat. "The Impact of the English Language used in Social Media on English Language Learners at the Undergraduate Level in Sargodha." Middle Eastern Journal of Research in Education and Social Sciences 2, no. 2 (May 10, 2021): 136–61. http://dx.doi.org/10.47631/mejress.v2i2.245.
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Purpose: The study aimed to determine the strengths and weaknesses of the English language used in social media and its impact on English language learners at the undergraduate level in Sargodha. Approach/Methodology/Design: Five private colleges in Sargodha were selected through convenient sampling. A total of 82 learners participated in the study and the individual perception of each learner was recorded using a questionnaire as a data collection tool. Due to the nature of the study tool, descriptive and inferential statistical design was adopted to analyze the collected data using SPSS, version 20.0. The reliability of the questionnaire was substantiated using reliability statistics (Cronbach’s alpha). Findings: The results indicated that social media plays a vital role in advancing the language learnability of English language learners. It proved instrumental in enhancing vocabulary and improving the overall reading, writing, listening and speaking skills of the learners. It was also found that the overwhelming use of shortened forms, slang, and incorrect sentences on social media adversely affects the academic writings of the learners. However, the overall perception of the learners signified that social media positively impacts the learnability of the English language learners. Moreover, though practicing social media is imperative in learning the English language, the use of informal English language may prove a future risk to Standard English. Practical Implication: This research contributes to understanding the role of social media in language learning. The findings of the study present practical implications for teachers as well as learners to direct the teaching/learning process in a better way, adopting appropriate ways of writing English on social media. Originality/value: This study is different from other similar existing studies as it focuses the perception of the learners towards English language learning through social media in the Pakistani context, and empirically examines the impact of the English language used in social media on English language learners at undergraduate Level in Sargodha.
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Lucas, Carmen. "The Reading and Writing Connections in Developing Overall L2 Literacy: A Case Study." Languages 5, no. 4 (December 11, 2020): 69. http://dx.doi.org/10.3390/languages5040069.
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This study focused on the characteristics of an action-research study concerning an English language reading and writing intervention program in a primary state school, located in northeast Portugal (low-Socio Economic Status setting), where four groups of children (n = 92) participated in the academic year 2019–2020, after the National strategy for foreign languages was launched. The longitudinal study carried out in the action-research methodology, where the teacher, syllabus designer and researcher was the main author, was set out with two main aims. The first was to tackle and to overcome the lack of teacher training for teaching English to young learners in Portuguese primary schools. The second was to prompt intervention, through the design and implementation of a suitable pedagogic approach for teaching English to young learners, in line with Content for Language and Integrated Learning (CLIL) principles, namely English Across the Curriculum, thus fostering the interrelationships between English language reading and writing skills. The findings of the action-research reading intervention program demonstrate that it is possible to overcome such barriers as pupils’ negative attitudes and counteract the damaging effects of poverty in foreign language literacy development by exposing them to children’s picturebooks/storybooks, thus fostering the overall literacy development. The key concepts explored in these books, being associated with primary key curriculum themes are an effective way to establish clear positive connections among English language reading and writing relationships. In addition, the current study also sheds light on how primary English language school teachers can design suitable pedagogic approaches to foster overall literacy development, thus advancing innovative teacher training opportunities.
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Du, Ning, Jianhua Chen, and Meihua Liu. "Chinese University EFL Undergraduate Students’ Perceptions towards EGAP Reading and Writing Courses." English Language Teaching 9, no. 10 (August 22, 2016): 47. http://dx.doi.org/10.5539/elt.v9n10p47.
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<p>The present study examined how undergraduate students from a prestigious Chinese university perceived the teaching and learning of English for general academic purposes (EGAP) reading and writing courses. Analyses of 951 questionnaires revealed that most participants generally (strongly) believed that learning general academic English was closely related to their major study, reported being motivated to learn general academic English, and expected to improve their academic English reading, writing, listening and speaking skills from EGAP courses. The study also showed that they had consensus about the requirements and teaching and learning foci of general academic English in spite of their concerns about academic English, and that students of more demanding and more academic EGAP courses tended to have a better understanding of general academic English. Based on the findings, some suggestions are discussed.</p>
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Asassfeh, Sahail M., Yousef M. Al-Shaboul, Wael Zuraiq, and Sabri Alshboul. "Lending Ears to EFL Learners: Language Difficulties." Australian Educational and Developmental Psychologist 28, no. 1 (July 1, 2011): 33–46. http://dx.doi.org/10.1375/aedp.28.1.33.
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This study investigates the main English as a Foreign Language (EFL) learning difficulties Jordanian English-major undergraduates encounter from their perspective. For this purpose a questionnaire was developed and administered to 270 (50 male and 220 female) participants. The study addressed the four basic language skills (listening, speaking, reading and writing). The independent variables included gender, grade point average (GPA), and academic major. Ordered according to their difficulty, the skills were speaking, reading, writing and listening respectively. Some specific language learning problems are also discussed. Appropriate conclusions and recommendations are provided accordingly.
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Lysanets, Yu V., O. M. Bieliaieva, L. B. Slipchenko, K. H. Havrylieva, and H. Yu Morokhovets. "ESSENTIAL FEATURES OF EFFECTIVE ACADEMIC WRITING IN ENGLISH." Medical and Ecological Problems 25, no. 1-2 (April 16, 2021): 41–43. http://dx.doi.org/10.31718/mep.2021.25.1-2.10.
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The article discusses the features of academic writing in English based on the recommendations from the British Council in Ukraine in the framework of the “Researcher Connect” project, aiming to facilitate the transition to academic standards of English and improve the academic discourse produced by non-native language users. The authors outline major tendencies in the modern English language as pertains to written discourse and provide recommendations for rendering academic writing persuasive. It is a well-established fact that academic writing in English possesses unique features, which must be respected and taken into account. Hence, a transfer of academic norms from a person's mother tongue to English can be a challenge, which may impair the quality of academic writing. Presenting the research results without consideration of academic norms, grammar, and lexical features of English academic writing can lead to mistakes and misunderstanding, and result in a written work of poor quality, even if the research findings are valid. The mechanisms of improving the academic writing skills during the study of English for Academic Communication with due account for relevant grammar and lexical peculiarities have been explored. Therefore, the major challenge for researchers is the difficulty in transition to academic standards of a foreign language. The article discusses the surface and the deeper purposes in any academic writing; the significance of understanding one’s audience; the concepts of persuasion, clarity, and conciseness, as well as grammar and lexical means for achieving them. Developing the communication skills of Ukrainian scientists is crucial for successful international communication and cooperation. The study of potential difficulties, which the Ukrainian medical professionals may face in the process of academic writing in English, is important for developing the guidelines to eliminate possible mistakes and avoid misunderstanding in a medical setting. Further study of the peculiarities of academic writing in English will contribute to the optimization of international professional communication, the expansion of inter-institutional dialogue, and the integration of Ukraine into the world community.