This article presents a conceptual replication of Hashimoto and Egbert (https://doi.org/10.1111/lang.12353), a study that featured multivariate models where lexical sophistication variables accounted for word difficulty (yes-no recognition) better than frequency alone among learners of English as a second or foreign language from North America.…

Supporting language in mathematics classrooms requires both curriculum material that follows language-responsive design principles and teaching practices that enact these principles with high instructional quality. This paper presents the analytic framework L-TRU, which was developed to assess language-responsive teaching practices quantitatively.…

According to the IELTS official website, IELTS candidates usually score lower in the IELTS Writing test than in the other language skills. This is disappointing for the many IELTS candidates who fail to get the overall band score they need. Surprisingly enough, few studies have addressed this issue. The present study, then, is aimed at shedding…

Current trends in educational research focus on understanding situational processes and the dynamics of achievement emotions. In this context, the features of the learning environment and their situational impact on achievement emotions play a significant role. In this study, we consider academic language demands as a feature of the learning…

The involvement load hypothesis (ILH), which predicts the lexical learning potential of tasks, assumes that writing sentences (SW) and compositions (CW) using novel target words (TWs) lead to similar lexical gains. However, research on the issue is scarce and contradictory. One possibility is that the higher cognitive load of CW hinders learning…

General academic words are those which are typically learned through exposure to school texts and occur across disciplines. We examined academic vocabulary assessment data from a group of English-speaking middle school students (N = 1,747). We tested how word frequency, complexity, proximity, polysemy, and diversity related to students' knowledge…

General academic words are those which are typically learned through exposure to school texts and occur across disciplines. We examined academic vocabulary assessment data from a group of English-speaking middle school students (N = 1,747). We tested how word frequency, complexity, proximity, polysemy, and diversity related to students' knowledge…

Writing different forms of text at different levels for responding satisfactorily to issues in the academic community is important. Thus, this paper examines the statistical differences between tertiary students' academic writing skills in different disciplines and at three different levels. We use a quantitative approach and descriptive design to…

In successful writing development, English as a foreign language (EFL) learners not only need to acquire grammatical complexity (GC) features but also know when and how to use them flexibly across communicative contexts, known as register flexibility. The present study, guided by the sociocultural theory of language learning, examines descriptive…

Background/purpose: This study examined Vietnamese English majors' competence and perception of academic collocations to determine the need for targeted instruction. The research aimed to identify specific challenges these learners face in learning and using academic collocations in their writing. Methods: The study involved 199 Vietnamese English…

This study aims to identify (1) how EFL graduate-level students at various Turkish universities regard the level of difficulty in terms of the different sections of a scholarly work in their academic writing practices, (2) whether their perceptions concerning the difficulty of the various sections show a significant difference depending on their…

The study aims to investigate phrasal complexity measures that can predict EFL students' academic writing proficiency. Academic English written test responses were derived from written responses from the Khon Kaen University Academic English Language Test (KKU-AELT). Five hundred and thirty written responses were separated into groups based on…

The language features of the second language (L2) English academic texts written by Indonesian graduate students enrolled in Hungarian higher education are employed in the present study. The study focuses on the level of abstraction and informational density in student assignments in particular. Seven high-stakes essays were collected from seven…

Background: In many classrooms, science textbooks remain a significant tool, functioning in some instances as the de facto curriculum and influencing pedagogical practices. Such conventions are more noticeable in the science classrooms of developing countries, like Jamaica, because of a chronic shortage of specialist science teachers and the…

Adolescents face complex texts rich in academic language. Existing research has documented how teachers can design curriculum to scaffold students' comprehension of complex texts, but little work has documented the moments of adolescents' encounters with complex texts, and how teachers can scaffold these encounters on a moment-to-moment basis to…