The National Center for Leadership in Intensive Intervention (NCLII), a consortium funded by the Office of Special Education Programs (OSEP), prepares special education leaders to become experts in research on intensive intervention for students with disabilities who have persistent and severe academic (e.g., reading and math) and behavioral…

The study identified the pragmatic competence level of the second language (L2) learners through Written Discourse Completion Test (WDCT) administered to purposively selected 40 first-year education students. A modified questionnaire based on Survey for Academic English Language Exposure (SAELE) was used to determine the effectiveness of academic…

This study explored the effects of three types of lexical tools (MOOCs, E-dictionaries, and lexical concordancers) and three types of lexical applications (technology-mediated communication-based applications (TMCA), Anki as an e-flashcard application, and WordUp as a dedicated lexical application) on learning academic core words among a sample of…

Intellectual engagement is essential for international students' academic success. However, academic speaking challenges associated with communicative language anxiety and inadequate prior learning experience could impede students' academic communication abilities in foreign universities. Thus, students adopt academic speaking strategies to tackle…

Purpose: Developing graduate students' academic writing has been a major concern for many scholars over the past few years. Existing literature on the challenges of thesis writing has not focused on master's students in English language teaching (ELT). Data on the challenges have been mainly gathered from the theses and focused on the structure…

This paper presents the process of co-design, co-production, piloting, evaluation and revision of an Integrated Digital Literacy and Language Toolkit for Vulnerable Migrant Students (VMs) in Higher Education (HE). The language element focuses on academic language skills of reading, writing, listening and speaking required for effective involvement…

Few studies have considered academic vocabulary interventions for students who have learning disabilities (LD) and also are English learners (EL). This research explored the effects of the third year of the Creating Habits that Accelerate Academic Language of Students (CHAAOS) vocabulary intervention for eighth-grade students who received English…

As students proceed through school, they are expected to comprehend complex texts but may not have the necessary competencies to do so. This study examined the impact of teaching text organization of lengthy social studies textbook passages on student comprehension of the content contained there. Over a 10-week period, 205 sixth-grade students…

For linguistically diverse students, the path to college is often defined by language. Depending on assessments and institutional policies, students may be placed into course sequences in developmental English, adult basic education, and/or English as a Second Language courses. The purpose of this study was to better understand developmental…

This paper reenvisions academic language learning in the university from a dialogic authorial perspective inspired by the work of Bakhtin. I argue that language pedagogues have misappropriated the radical alternative Bakhtin poses for language learning in his critique of genre through adopting a Vygotskyian internalization approach to discourse…

Prioritizing vocabulary for instruction is central to English for academic purposes (EAP) research. Several word lists have been created to serve different needs, with many of them being restricted to a basic classification as general, academic, and technical words. Although discipline-specific vocabulary lists are useful for particular…

Research into academic writing has, in large part, focused on the fundamentals of how to write, and as a result, the understanding that writers require a space in which to concentrate on writing is not new. What is lacking, however, is detailed consideration of what influences writing practice and, specifically, an understanding of how scholarly…

The last teaching-learning stage in the education system is the doctoral programmes, which turn graduate students into researchers. This evolution involves writing a dissertation, but also being able to discuss research. However, training on spoken genres has not received much attention, and the interest has been mainly on monologic prepared…

Some researchers have argued that low-achieving students may never acquire sufficient levels of academic vocabulary to be successful in school without some form of explicit vocabulary instruction (e.g. Snow, Lawrence, & White, 2009). In this paper, I summarize the available data on the efficiency, in words learned per minute of instruction, of…

This mixed-methods study examined academic oral communication difficulties encountered by Yemeni postgraduate students in a Malaysian public university and how they overcome these difficulties. The study also examined the correlation between students' academic oral communication difficulties and their prior learning experience. Questionnaires,…