While research has indicated that college students may benefit from collaboratively reading academic texts, little is known about how they co-construct comprehension through text-based discussions. This case study focused on two groups of undergraduate students with different degrees of participation in discussions -- one active group and one…

Focusing on the relationship between linguistic, cognitive, socioemotional factors in writing English for academic purposes (EAP), this study investigated whether topic familiarity as an important cognitive factor of task complexity influences different levels of emotionality and linguistic complexity in EAP writing and whether there are…

The study examined international and home students' perceptions of intercultural collaborative learning in an English as a medium of instruction (EMI) environment in a Chinese university. Drawing on data from in-depth interviews, the findings showed that international students held a positive view, reporting gains from the cultural, subject…

Translingual pedagogies have been proposed and implemented to respond to the increasing linguistic and cultural diversity in today's classrooms. However, the findings of translingual pedagogies on English as an additional language (EAL) writing vary from facilitating to undermining teaching and learning. To understand the empirical landscape of…

Emerging from the growing body of work on English medium instruction (EMI) in higher education are challenges to policy implementation, particularly when it is implemented top-down without a careful needs analysis or when it fails to address problems associated with 'English-only' implementation and so-called 'native speaker' norms. Our study…

There now exists an established body of work outlining the challenges international students can face as part of the acculturation process, including a range of academic and non-academic pressures to overcome. For many students, writing essays in academic English for the first time is problematic. This article considers pedagogical approaches for…

We examined how a group of Chinese undergraduate students understood paraphrasing and source use conventions for research paper writing in English. Prior scholarship has generated valuable insights about novice second language (L2) writers' unconventional source use practices, but little is known about how these writers interpret and understand…

This article arose in response to the recent impetus for embedding inquiry-based approaches in higher education. It draws upon the perceptions of students and faculty members regarding inquiry-based education in Academic English (AE) programmes at universities in Bangladesh within an English as a Foreign Language (EFL) context. Research-informed…

In many English language teaching contexts, listening activities resemble listening comprehension tests. Scholars have argued that this product-oriented approach is not particularly effective in helping learners improve their listening skills and have advocated for the inclusion of instruction that targets specific features of spoken language. The…

Business, as a study area, attracts many students on English-medium programmes in ESL/EFL (English as a second language / English as a foreign language). However, there has been scarce research on business studies in literature on EAP (English for academic purposes). Many previous studies have predominantly focused on business classroom written…

This article reports on an experimental study that set out to investigate and compare the effectiveness of a direct and an indirect approach to data-driven learning (DDL) in facilitating Chinese learners' mastery of a challenging type of lexico-grammatical resource (i.e. hedges) in an undergraduate English-as-a-foreign-language (EFL) writing…

Future second language (L2) self-images have proven integral to L2 motivation, prompting several attempts to purposefully develop learners' ideal L2 selves over the past decade through the use of vision-building techniques. Some of these 'vision interventions' have reported successfully enhancing learners' L2 self-images and motivation; other…

Most second language researchers agree that there is a role for corrective feedback in second language writing classes. However, many unanswered questions remain concerning the linguistic features to target and the type and amount of feedback to offer. This study examined essays by 151 learners of English as a second language (ESL), in order to…

This article presents a case study that explored and reflected on the relationship between the stated beliefs and observed classroom practices of one second language reading teacher. The findings of this study revealed that this particular teacher holds complex beliefs about teaching reading that were evident to some extent in many of his…

Writing for academic purposes in a second/foreign language is a major challenge faced by many students at both secondary and tertiary levels. This suggests that displaying content knowledge and understanding of a subject through a second language is a very complex process. This article discusses the findings of a longitudinal intervention study…