Modifying and hedging one's claims appropriately is an important characteristic of academic writing. This study focuses on the three main English modal verbs used to express "epistemic possibility" to avoid making strong statements, viz., "may", "might", and "could". The purpose of this corpus-based study is…

This study describes academic literacy development during mid-adolescence, when learners need to adjust to the demands of academic discourse as a gateway to linguistic adulthood. Unlike most research to date, which is cross-sectional and detached from disciplinary content, this study provides a two-year longitudinal description of academic…

Word frequency has a long history of being considered the most important predictor of word difficulty and has served as a guideline for several aspects of second language vocabulary teaching, learning, and assessment. However, recent empirical research has challenged the supremacy of frequency as a predictor of word difficulty. Accordingly,…

Post-predicate that clauses are one of the indicators of evaluative language which shows the attitude, position, and personal evaluation of the writers in academic discourse. Therefore, this study aims to investigate the distribution and frequently used controlling verbs of post-predicate that clauses controlled by verb (VTHAT) in academic…

This corpus-based study investigates to what extent L1 Turkish speakers of English produce lexical bundles in their academic writing. To this end, a corpus of published research articles in six academic disciplines was collected. The corpus included one-million words in total. The four and five-word lexical bundles in the corpus were identified…

The aim of the present study was to evaluate the appropriateness of open-access reading materials for an intensive English for Academic Purposes (EAP) course, and to provide teachers with a set of criteria to select online texts systematically and efficiently. The Corpus for Veterinarians (VetCorpus) was compiled and analyzed using Lextutor corpus…

Although open educational resources (OERs) can help bridge high school-university vocabulary gaps, central questions remain unanswered regarding effective design that enables students to go beyond the "small chunks" that typically characterize vocabulary learning in mobile learning environments (MLEs). This bi-national study adopted a…