Academic Writing in Additional Languages (LX): Teaching, Research and Emerging Technologies
Academic Writing in Additional Languages (LX): Teaching, Research and Emerging Technologies
Contributor(s): Martin Testa (Editor), Samuel Figueira-Cardoso (Editor)
Subject(s): Social Sciences, Language and Literature Studies, Theoretical Linguistics, Applied Linguistics, Pedagogy
Published by: Wydawnictwa Uniwersytetu Warszawskiego
Keywords: additional languages; academic writing; scientific discourse; language education; AI-assisted language teaching
Summary/Abstract: The volume is a collection of works devoted to teaching academic writing in additional languages (LX) and academic discourse, presented from the perspective of four languages: English, Portuguese, Italian, and Spanish. It serves as a valuable source of both theoretical knowledge for scholars studying discourse in academic contexts and practical knowledge for teachers. Particular focus is placed on the impact on the teaching process of linguistic theories (like functional linguistics and metadiscourse theory) and emerging technologies (like large language models, artificial intelligence, and gamification).
- E-ISBN-13: 978-83-235-6733-2
- Print-ISBN-13: 978-83-235-6732-5
- Page Count: 272
- Publication Year: 2025
- Language: English
About the Editors
About the Editors
(About the Editors)
- Author(s):Martin Testa, Samuel Figueira-Cardoso
- Language:English
- Subject(s):Scientific Life
- Page Range:7-7
- No. of Pages:1
Notes on Contributors
Notes on Contributors
(Notes on Contributors)
- Author(s):Martin Testa, Samuel Figueira-Cardoso
- Language:English
- Subject(s):Scientific Life
- Page Range:9-12
- No. of Pages:4
Introduction
Introduction
(Introduction)
- Author(s):Martin Testa, Samuel Figueira-Cardoso
- Language:English
- Subject(s):Foreign languages learning, Language acquisition
- Page Range:13-15
- No. of Pages:3
Individuality and Commonality in Thesis Writing: Strategies and Classroom Activities
Individuality and Commonality in Thesis Writing: Strategies and Classroom Activities
(Individuality and Commonality in Thesis Writing: Strategies and Classroom Activities)
- Author(s):Marina Bondi, Fabiola Notari, Matteo Socciarelli
- Language:English
- Subject(s):Foreign languages learning, Stylistics
- Page Range:18-50
- No. of Pages:33
- Keywords:genre analysis; thesis writing; identity; voice; community
- Summary/Abstract:The increasing use of English in many professional and academic contexts has played a pivotal role not only in expanding the teaching of English at universities worldwide but also in determining the growth of teaching in English. This has heightened the need to teach thesis writing in many English-medium contexts. Focusing on the tension between individuality – expressing an individual point of view – and commonality – adopting the rhetorical and linguistic norms of the specific discourse community addressed, we discuss our experience of designing an introduction to thesis writing for an EMI (English as a Medium of Instruction) multidisciplinary MA programme in Italy. The chapter begins by exploring the interplay between commonality and individuality, then proceeds to describe the course’s context and its educational underpinnings. The general principles are illustrated through an analysis of activities meant to teach the students how to engage with the discourse community of their choice and to express their stance: from engaging with discourse communities to finding relevant sources, incorporating other voices into a literature review, and working collaboratively on the conclusion section. The chapter closes with a brief summing up of the issues raised.
Exploring the Impact of Flipped Learning on Beginner-Level Portuguese Writing Skills: A Systemic Functional Linguistics Perspective
Exploring the Impact of Flipped Learning on Beginner-Level Portuguese Writing Skills: A Systemic Functional Linguistics Perspective
(Exploring the Impact of Flipped Learning on Beginner-Level Portuguese Writing Skills: A Systemic Functional Linguistics Perspective)
- Author(s):Antonio M. da Silva, Lucia Rottava
- Language:English
- Subject(s):Foreign languages learning, Language acquisition
- Page Range:51-72
- No. of Pages:22
- Keywords:flipped learning; Portuguese writing skills; systemic functional linguistics; Portuguese as an additional language; lexicogrammatical analysis; autonomous learning
- Summary/Abstract:This chapter examines the effectiveness of the flipped learning approach in enhancing writing skills for Portuguese as an additional language at the beginner level. Flipped learning, a learner-centred teaching approach emphasising autonomous learning, extends beyond in-class activities, relying on teacher-provided materials and resources accessible to students outside the classroom. Recognised for its potential to boost active learning and engagement, the flipped learning approach involves activities like watching grammar videos, completing focused quizzes, and engaging in vocabulary exercises on platforms like Quizlet. To assess the impact of this approach on writing proficiency, specifically regarding choices and lexicogrammatical usage in Portuguese as an additional language, this study employs a systemic functional linguistics (SFL) framework. This framework investigates the relation between vocabulary and grammar in language use, offering a comprehensive perspective on how language resources contribute to meaning construction. The data derive from writing tasks completed by multilingual learners of Portuguese as an additional language within a British university context. The analysis concentrates on the transitivity system (ideational metafunction) and the mood and modality system (interpersonal metafunction). Examining these lexicogrammatical features in students’ written production provides valuable insights into their language development. Moreover, it sheds light on the effectiveness of the flipped learning approach in fostering a robust understanding and acquisition of Portuguese language structures at the beginner level.
Thesis Writing Workshop: A Case in Postgraduate Education in Spanish from an SFL-Grounded Approach
Thesis Writing Workshop: A Case in Postgraduate Education in Spanish from an SFL-Grounded Approach
(Thesis Writing Workshop: A Case in Postgraduate Education in Spanish from an SFL-Grounded Approach)
- Author(s):Margarita Vidal Lizama
- Language:English
- Subject(s):Higher Education , Stylistics
- Page Range:73-94
- No. of Pages:22
- Keywords:postgraduate thesis writing; writing workshop design; systemic functional linguistics (SFL); textual meanings; Spanish as an L1
- Summary/Abstract:This chapter presents the design of a writing workshop aimed at developing students’ abilities in thesis writing in Spanish (L1) as part of their doctorate programmes in Social sciences, Arts, and Humanities. The theoretical foundations underpinning this design correspond to the language theory of systemic functional linguistics and its pedagogical proposal, known as Sydney School or genre-based pedagogy. The chapter discusses the pedagogical principles in the workshop design as well as the adaptations introduced to respond to the constraints and opportunities brought by the teaching context. The chapter proposes that, in order for postgraduate students to improve their thesis writing, they need to develop relevant knowledge about language (KAL) and how it works in specialised fields. This recontextualised knowledge is the base for critical reflection on writing. To exemplify this proposal, the chapter describes the overall syllabus of the workshop, then moving on to the discussion of textual meanings at the discourse-semantics stratum (periodicity), which are considered the most productive starting point for teaching in the workshop design. The chapter finishes with a description of teaching activities aimed at developing students’ knowledge in textual meanings.
Metadiscourse in Italian Linguistics: An Overview and Practical Applications for Academic Writing
Metadiscourse in Italian Linguistics: An Overview and Practical Applications for Academic Writing
(Metadiscourse in Italian Linguistics: An Overview and Practical Applications for Academic Writing)
- Author(s):Martin Testa
- Language:English
- Subject(s):Foreign languages learning, Stylistics
- Page Range:95-124
- No. of Pages:30
- Keywords:metadiscourse; Italian linguistics; academic writing; academic discourse
- Summary/Abstract:Metadiscourse theory plays a crucial role in understanding the interaction between text and reader by illuminating how interpersonal and textual elements are manifested across textual genres. The advancement of metadiscourse studies is largely credited to Hyland’s framework, which initiated what is described as the ‘second wave’ of metadiscourse research. This framework has gained extensive recognition for its ability to detail how authors navigate readers through texts, thus establishing itself as a fundamental theory in contemporary discourse analysis. Despite the growing global interest in metadiscourse, its application remains largely focused on English, with other languages receiving comparatively less attention. In Italian linguistics, while related fields such as academic vocabulary and text structure have been explored, research remains significantly lacking in terms of metadiscourse. This chapter addresses this gap by offering a detailed analysis of metadiscourse in Italian academic writing, highlighting its implications for learners of Italian as an additional language. By focusing on Hyland’s framework, the chapter aims to provide both scholars and practitioners with a robust analytical tool to advance the understanding of academic discourse in Italian.
In the Lab with the Thesis: A Case Study of TesiLab
In the Lab with the Thesis: A Case Study of TesiLab
(In the Lab with the Thesis: A Case Study of TesiLab)
- Author(s):Elena Ballarin
- Language:English
- Subject(s):Higher Education , Stylistics
- Page Range:125-146
- No. of Pages:22
- Keywords:academic discourse; academic Italian; academic writing; glottodidactic strategies; written Italian
- Summary/Abstract:In the realm of academic discourse, the conveyance of knowledge and scientific breakthroughs predominantly relies on written texts. These texts adhere to conventions established by the broader scientific community, influenced by specific linguistic and cultural contexts as well as the particular scientific disciplines they represent (Ciliberti & Anderson, 1999). This standardised format allows for comprehension and exchange of ideas beyond national and cultural barriers. Moreover, academic writing exhibits high levels of specialisation across different scientific disciplines (Gualdo & Telve, 2011; Ballarin, 2017). This research focuses on dissertations as a specialised form of academic writing. In particular, it explores glottodidactic strategies aimed at preparing students to write their dissertations at the end of their university education. The focus of this paper is a case study conducted during the TesiLab: Scientific-Academic Writing Workshop for Thesis Writing at Ca’ Foscari University of Venice. The workshop was dedicated exclusively to undergraduate students and took place during the academic years 2022/23 and 2023/24. The aim of this survey was to investigate students’ awareness of research project organisation, text linguistics elements, and academic communication mechanisms. A qualitative methodology was employed (cf. Dörnyei, 2007), using diagnostic tools such as online questionnaires and a critical analysis of workshop assignments produced by a representative sample of students. The preliminary findings from this ongoing experiment support the study’s initial hypotheses and address the research questions, providing a rationale for its continued exploration.
Challenges and Strategies in Academic Writing: A Needs Analysis at the University of Évora (Portugal)
Challenges and Strategies in Academic Writing: A Needs Analysis at the University of Évora (Portugal)
(Challenges and Strategies in Academic Writing: A Needs Analysis at the University of Évora (Portugal))
- Author(s):Ana Alexandra Silva, Maria João Marçalo
- Language:English
- Subject(s):Higher Education , Stylistics
- Page Range:147-168
- No. of Pages:22
- Keywords:academic writing; university students; research methodologies; curriculum development
- Summary/Abstract:University students frequently struggle with academic writing, a problem stemming from various factors but often marked by a pervasive uncertainty about how to approach such tasks. This issue is prevalent regardless of the institution’s size or location, from large urban universities to smaller peripheral ones. Many students enter university ill-prepared for academic writing’s complexities. This chapter seeks to break down academic writing into its components, from text genres to how they are structured. We also consider recent studies on academic writing, including those examining the role of tools like ChatGPT. Our research is exploratory, focusing on students enrolled in the academic writing course Práticas de Escrita Académica [Practical Academic Writing] which is part of the Education Sciences programme at the University of Évora (Portugal). We aim to understand these students’ needs through a multi-part questionnaire that gathers sociodemographic data as well as information on academic background, self-assessed writing skills, and challenges and prior experiences with academic writing. The findings inform the development of a tailored curriculum for an academic writing course designed to be flexible and responsive to evolving educational demands.
Large Language Model AI and Lx Academic Writing: Challenges and Opportunities
Large Language Model AI and Lx Academic Writing: Challenges and Opportunities
(Large Language Model AI and Lx Academic Writing: Challenges and Opportunities)
- Author(s):Oliver James Ballance, Averil Coxhead
- Language:English
- Subject(s):Foreign languages learning, Computational linguistics, Stylistics
- Page Range:170-201
- No. of Pages:32
- Keywords:computer-assisted writing; computer-assisted language learning; academic writing; artificial intelligence; large language models
- Summary/Abstract:This paper discusses the implications of large language model artificial intelligence for teaching, learning, testing, and producing Lx academic writing. The paper first provides a brief, non-technical description of artificial intelligence, machine learning, deep learning neural networks, and large language models (LLMs), drawing out the applications of the latter most relevant to the field of Lx academic writing. It then discusses and exemplifies the relevance of LLMs to influential models of academic writing, as outlined by Hyland (2019): structural, functional, creative expression, process, content, and genre-focused writing pedagogies. The next section discusses six major issues raised by the emergence of LLMs: differences in language support, the prevalence of LLM hallucinations, lack of intentionality, redefinition of the knowledge Lx writers need to bring to the writing task, assessment issues, and ethical issues. The paper concludes with recommendations as to how this technology can be incorporated within a consistent and defensible pedagogy, the research agenda needed to support such a pedagogy, and the need for a revaluation of the underpinnings of academic writing that the emergence of this technology necessitates.
Influence of Gamification Activities and Tools on the Learning of Technical Terms and Academic Writing among Taiwanese Undergraduate and Graduate Students
Influence of Gamification Activities and Tools on the Learning of Technical Terms and Academic Writing among Taiwanese Undergraduate and Graduate Students
(Influence of Gamification Activities and Tools on the Learning of Technical Terms and Academic Writing among Taiwanese Undergraduate and Graduate Students)
- Author(s):Chin-Wen Chien
- Language:English
- Subject(s):Foreign languages learning, Higher Education
- Page Range:202-222
- No. of Pages:21
- Keywords:academic writing; gamification tools; post-discussions; technical terms; TESOL (Teaching English to Speakers of Other Languages)
- Summary/Abstract:This study integrated gamification tools into two graduate courses and one undergraduate course on technical terms and academic writing (N = 51). The data analysis of gamification tools, audio clips, a pre-test, a delayed post-test, and a questionnaire indicated that participants had positive attitudes toward the quizzes designed on the gamification tools and toward post-discussions. These resources helped participants clarify their misconceptions about technical terms and academic writing. Participants showed significant improvement in the post-tests. Suggestions were provided on how to effectively integrate gamification tools into future teaching.
The Use of Technology, Digital Tools, and Artificial Intelligence in Academic Writing in Additional Languages: A Review of Empirical Studies from 2014 to 2023
The Use of Technology, Digital Tools, and Artificial Intelligence in Academic Writing in Additional Languages: A Review of Empirical Studies from 2014 to 2023
(The Use of Technology, Digital Tools, and Artificial Intelligence in Academic Writing in Additional Languages: A Review of Empirical Studies from 2014 to 2023)
- Author(s):Chiew Hong Ng, Yin Ling Cheung, Weiyu Zhang
- Language:English
- Subject(s):Foreign languages learning, Computational linguistics, Stylistics
- Page Range:223-241
- No. of Pages:19
- Keywords:technology; digital tools; artificial intelligence; academic writing; English as an additional language
- Summary/Abstract:There has been a growing interest in the application of technology, digital tools, and artificial intelligence in academic writing since the early 2000s. The use of artificial intelligence has been studied in journal articles published in recent years. This chapter synthesises and evaluates the development of technology, digital tools, and artificial intelligence in the field of academic writing for the past decade by reviewing 42 empirical studies. We conducted keyword searches using the EBSCOhost database with the following combination of keywords: “academic writing”, “additional language OR second language”, “technolog* OR digital tool* OR AI” to select journal articles and conference proceedings published between 2014 and 2023. We focused on 42 empirical studies to answer the following questions: (1) What types of technology, digital tools, and artificial intelligence have been used for academic writing in English as an additional language for teachers and students? and (2) What are the applications of technology, digital tools, and AI and their outcomes for teachers and students of academic writing? Based on the review of the published studies and conference proceedings, a set of suggestions for enhancing academic writing for teachers and students in additional languages and future research directions was presented.
Teaching Portuguese as an Additional Language and Academic Writing: The Co-Construction of Multicultural Identities in Telecollaboration Activities between Brazil and Canada
Teaching Portuguese as an Additional Language and Academic Writing: The Co-Construction of Multicultural Identities in Telecollaboration Activities between Brazil and Canada
(Teaching Portuguese as an Additional Language and Academic Writing: The Co-Construction of Multicultural Identities in Telecollaboration Activities between Brazil and Canada)
- Author(s):Cátia Martins, Samuel Figueira-Cardoso, Fernanda de Abreu Reiff
- Language:English
- Subject(s):Foreign languages learning, Sociolinguistics, Stylistics
- Page Range:242-271
- No. of Pages:30
- Keywords:academic writing; identity; multiculturalism; learning path; textual genres
- Summary/Abstract:Teaching Portuguese as an Additional Language (PAL) in multicultural contexts presents both a challenge of learning a new language and an opportunity to employ methodologies for teaching academic writing. In this chapter, we discuss the methodological principles underlying the telecollaboration activities and learning paths used in our approach. These activities facilitated intercultural interactions and experiences with various academic genres among the participating student groups. The telecollaboration between Brazil and Canada promoted multilingualism, which was instrumental in fostering both linguistic and cultural development. Digital tools played a crucial role in enhancing academic writing skills, contributing to the formation of intercultural identities. One of the primary challenges in teaching PAL was helping students navigate the complexities of academic writing in a non-native language. This required not only developing linguistic proficiency but also gaining a deep understanding of academic discourse, which is often shaped by cultural specificities. The use of appropriate educational resources and materials was essential in this process, as was the incorporation of digital tools and technologies that supported the development of academic writing skills in PAL. The chapter concludes with reflections on issues that recent research on academic writing has not extensively explored, particularly methodologies that integrate telecollaboration, identity, intercultural issues, and the production of various written genres. These reflections highlight the challenges faced by PAL instructors in teaching academic writing within the theoretical and methodological frameworks presented in this chapter, aiming to promote a more comprehensive view of education in global contexts.
