Abstract
Postgraduate students majoring in non-English disciplines require expert academic discourse ability for effective communication and career success. However, limited research exists on the current status of this ability. This survey aims to explore these postgraduates’ academic discourse strategy ability, including language use, argumentation, critical thinking, and discussion engagement. It also aims to identify challenges and areas for improvement among these students. The results will inform educational institutions and policymakers of the need for targeted interventions to support the development of this crucial skill. The findings will also provide practical guidance for teachers and students on improving their academic discourse strategy ability.
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