Academic Communication Research Articles

Do they like me?

Abstract People are frequently concerned about the impressions they make on others (referred to as metaperceptions), but their insights are often inaccurate. Illustrating the phenomenon called the liking gap, speakers interacting in their first language (L1) and second language (L2) tend to underestimate how much they are liked by their interlocutor, and these judgments often predict their desire to engage in future interaction and collaboration. To understand the scope of this bias and its consequences, we focused on L1–L2 dyadic interaction, examining metaperception as a potential barrier to conversations between university students. We recruited 58 previously unacquainted university students to perform a 10-min academic discussion task between one L1 and one L2 speaker. Afterward, the speakers (a) assessed each other’s interpersonal liking, speaking skill, and interactional behavior; (b) provided their metaperceptions of their interlocutor’s assessments of the same dimensions; and (c) estimated their interest in future interaction with the same interlocutor. All speakers showed a reliable metaperception bias to underestimate their interpersonal liking, speaking skill, and interactional behavior. However, only L1 speakers’ desire to engage in future interaction was associated with their metaperceptions of interpersonal liking. We discuss implications of this finding for understanding and promoting academic communication.

Enhancing the accessibility of science at The Lancet with native language abstracts

Today, 98% of peer-reviewed scientific publishing is in English, which is also the official language of most scientific events and international academic journals. UNESCO, through its Recommendation on Open Science, has called on scientific institutions to foster multilingualism in the practice of science, in scientific publications, and in academic communications. At The Lancet, we recognize the need to provide more equitable and inclusive access to scientific knowledge by providing abstracts translated into relevant languages. Following a pilot, a workflow for abstract translation was devised. I present here details of our abstract translation procedure and rollout.

Preface

The International Conference on Power System and Energy Technology (ICPSET) has confirmed once again this year the enthusiasm and determination of students and young researchers to play a major role in the scientific progress. Since 2020, we have gathered together to discuss the most recent developments and achievements on power system and energy technology, and we firmly convince that sharing our expertise and experience is the foundation of research activity. The 2024 3rd International Conference on Power System and Energy Technology (ICPSET 2024) took place from July 5th to 7th, 2024 in Hangzhou, China, attracting more than 100 leading delegates worldwide. The format we chose is a formal meeting primarily aimed at graduate students and leading researchers, who were encouraged to present their work through oral or poster presentations that provide genuine engagement of the audience and cross-pollination of ideas. The main purposes of the conference were to create an international forum for researchers, both experimentalists and theorists, and foster fruitful collaborations across different branches of power system and energy technology. With the strong organizing team, committee member, the great number of excellent submission as well as the wide international fame, the ICPSET was held for the third time. The success of this year’s event was testified by an increased number of participants and institutions all around the world. This resulted in an extremely rich and interactive keynote speech, oral and poster session that covered several areas related to power system and energy technology. With the intent of broadening the contents and stimuli adopting academic communication, the keynote speech part was held. This choice reflects the growing importance of the activity performed by scientists and researchers as a way of increasing their expertise and developing soft skills. Included among the keynote speakers were Professor Qian Chen (Jiangsu University, China), Professor Qingshan She (Hangzhou Dianzi University, China), Professor Jingfeng Mao (Nantong University, China), Associate Professor Zafar Said (University of Sharjah, the United Arab Emirates), as well as Associate Professor Wentao Huang (Jiangnan University, China). They gave wonderful keynote speeches and shared their latest research results and insights through their research and experimental experiences and professional knowledge in the fields of power systems and energy technologies. This conference provided a high-level academic exchange platform for participants, promoted the exchange and collision of new ideas and technologies, and promoted the innovation and development of power systems and energy technologies as well as their affiliated industries and disciplines. In this volume, we collected the excellent contributions that have also been presented at the conference through oral or poster presentations, covering topics on Intelligent Protection and Substation Integrated Automation, Power System Real-Time Simulation System, Smart Grid, Renewable Energy, Energy Storage Technology, Energy Efficiency, Energy Conversion and Application, among others. Finally, we would like to thank all the keynote speakers, authors, reviewers, and everyone who contributed to the conference. We owe gratitude to all the committee members for providing necessary help and support throughout the conference. Special acknowledgements to the IOP Press-Journal of Physics: Conference Series for its help in making this volume published. The Committee of ICPSET 2024 List of Committee Member is available in this Pdf.

Genre Analysis of Law Research Article Abstracts and Application in Legal Writing Teaching

Investigating the rhetorical structure of law research article (LRA) abstracts is essential for researchers and instructors in legal writing. Despite their significance in academic discourse, the specific rhetorical strategies used in LRA abstracts remain underexplored. This study examines the rhetorical moves in English LRA abstracts using Hyland’s framework. Fifty LRA abstracts, randomly selected from the Journal of East Asia and International Law and Law in Context, both of which are indexed in Scopus and ISI Web of Science, were analyzed as the corpus. The research employed a qualitative content analysis approach to identify and categorize the rhetorical moves. The study reveals that the purpose and introduction moves are the most prevalent, underscoring the importance of clearly stating objectives and establishing context. The product and conclusion move, which summarize key findings and extend research implications, follow in prevalence. In contrast, the method move appears less frequently, reflecting the genre's focus on legislative analysis rather than detailed methodologies. These findings are valuable for law researchers aiming to publish in international law journals and contribute to a broader understanding of genre analysis in legal writing. The study offers practical implications for scholars and educators, enhancing the effectiveness of legal academic communication.

Harnessing the Power of ChatGPT in Cardiovascular Medicine: Innovations, Challenges, and Future Directions.

Cardiovascular diseases remain the leading cause of morbidity and mortality globally, posing significant challenges to public health. The rapid evolution of artificial intelligence (AI), particularly with large language models such as ChatGPT, has introduced transformative possibilities in cardiovascular medicine. This review examines ChatGPT's broad applications in enhancing clinical decision-making-covering symptom analysis, risk assessment, and differential diagnosis; advancing medical education for both healthcare professionals and patients; and supporting research and academic communication. Key challenges associated with ChatGPT, including potential inaccuracies, ethical considerations, data privacy concerns, and inherent biases, are discussed. Future directions emphasize improving training data quality, developing specialized models, refining AI technology, and establishing regulatory frameworks to enhance ChatGPT's clinical utility and mitigate associated risks. As cardiovascular medicine embraces AI, ChatGPT stands out as a powerful tool with substantial potential to improve therapeutic outcomes, elevate care quality, and advance research innovation. Fully understanding and harnessing this potential is essential for the future of cardiovascular health.

The use of generative AI tools in the reading-into-writing process: gains, losses and recommendations

Using generative Artificial Intelligence (GenAI) tools has recently been deemed acceptable in some university policies, but how does this impact on students’ writing processes? How can we ensure that using GenAI in the writing process does not detract from learning outcomes? In our conference session, we reported on a collaborative project between the Academic Communication Centre at University College London (UCL) and 3 students (studying BSc Bioscience, BSc Linguistics, and MSc International Planning), which explored what was gained and what was lost when incorporating GenAI-driven tools in the reading-into-writing process. We asked students to complete a written assignment from their course using GenAI tools. The project consisted of 3 stages: 1) a pre-task reflection on writing processes and learning outcomes; 2) completion of an assignment using GenAI tools and ongoing diary entries; 3) interviews exploring the students' feelings towards GenAI tools, and their gains and losses experienced during the writing process.

Mentoring Relationships Within a School-based Environment

Past research examining mentoring programs has explained the benefits that student mentees received from having an adult as a mentor. For the mentee, studies indicate that mentoring relationships positively influence academic performance, social attitudes, communication abilities, and career aspirations. However, there has been very little research from the perspective of the mentor regarding their experiences of being in a mentoring relationship. This study builds upon Berning’s (2013) research that extracted the thoughts and opinions of retiree and teen mentors who worked with elementary students. The Berning report recommended that further research study adults involved in the workplace who spent their off time serving as mentors. This study addresses this gap by surveying 69 adult business professionals mentoring high school students in San Antonio, Texas. The survey revealed four central themes: 1) both mentors and mentees require high motivation for a successful relationship, with mentors often motivated by personal fulfillment; 2) mentors are driven by a commitment to give back to the community despite most lacking prior mentoring experience; 3) there is significant interest in mentor training to enhance program effectiveness; and 4) mentors generally enjoy the program, showing high willingness to continue, inclination to recommend it, and satisfaction with a monthly meeting schedule. Successful mentors are active listeners who engage their mentees by setting clear, aligned goals, while gaining the added benefits of enhanced communication and leadership skills through their mentoring roles.

Pedagogical agent positioning in external videos improves English academic presentation proficiency in desktop virtual reality settings

AbstractEnglish academic presentation (EAP) is an indispensable skill set of academic communication for university students. With the rapid development of desktop virtual reality (DVR), its application in language learning is worth exploring. The present study aimed to examine whether there is an improvement and difference in students' EAP by learning from the DVR with an in‐video pedagogical agent (PA) or an out‐of‐video PA. Adopting a between‐subject experimental design, a total of 64 students were randomly assigned to one of two group conditions depending on whether the PA was inside or outside the lecture video embedded in DVR. Participants' EAP performance, attention allocation and behavioural patterns were measured and analysed. As hypothesized, t‐tests, repeated ANOVA and lag sequence analysis showed that the participants who learned from the DVR with an out‐of‐video PA showed better learning performance, less attention allocation on content and more frequent behavioural patterns than those with an in‐video PA. Overall, our findings suggest that in a VR educational environment of video lectures, instructors should consider using an out‐of‐video PA to increase their social presence and improve students' learning experience. Practitioner notesWhat is already known about this topic EAP is an indispensable skill set of academic communication for university students. PA is an effective social cue in video lectures to promote learning. VR has been widely applied in language learning. What this paper adds Reveals the relationship between the PA's positioning and the learners' EAP performance and deepens the understanding of the PA's positioning in video lectures of a DVR learning environment. Provides empirical analysis of natural eye‐tracking during the video learning in DVR scene and EAP data during the experimental condition. Students who learned from the DVR with an out‐of‐video PA showed better learning performance, less attention allocation on content and more frequent behavioural patterns than those with an in‐video PA. Implications for practice and/or policy Designers are encouraged to use DVR with an out‐of‐video PA to enhance students' social presence and learning experience.

A novel classification of congenital cervicothoracic scoliosis: identification of coronal subtypes and their prognostic significance.

To propose a novel classification system for stratifying coronal curve patterns in congenital cervicothoracic scoliosis with hemivertebrae (CTS-HV). Type A: regional cervicothoracic deformity only disturbing the balance of head-neck-shoulder complex; Type B: cervicothoracic deformity with significant trunk tilt to the convex side; Type C: cervicothoracic deformity with a significant compensatory thoracic curve. The reliability and reproducibility were assessed via the Kappa test. The differences among different subtypes in deformity parameters and bony structures were compared to identify the causative factors predisposing to different subtypes. 98 patients were classified into Type A (47 cases), Type B (31 cases), and Type C (20 cases). The Kappa test showed excellent reliability (Kappa value = 0.847) and reproducibility (Kappa value = 0.881). The proportions of Klippel-Feil syndrome in Types B (71.0%) and C (85.0%) were significantly higher than in Type A (46.8%; all P < 0.05). Type A (66.0%) and Type B (71.0%) predominantly had their hemivertebra (HV) at T3 or T4, while Type C (75%) mostly had HV at T1 or T2. Type B exhibited the most severe trunk tilt, head shift, neck tilt, head tilt, and coronal balance distance (all P < 0.05). Type C had the lowest T1 tilt and first rib angle despite the greatest cervicothoracic Cobb angle (all P < 0.05). This novel reliable classification allows a better understanding of structural diversity and different coronal compensatory mechanisms for the natural progression of CTS-HV. It can contribute to determining the individualized treatment strategy and standardizing academic communication for this rare clinical entity.

Between gendered walls: Assessing the impact of single-sex and co-education on student achievement, self-confidence, and communication skills

In this study, we investigate the impact of educational environments characterized by single-sex and co-educational settings on students' academic performance, communication skills, and self-confidence. The analysis encompassed 677 research articles, comprising 798 effect sizes, and involving a cumulative sample size of 1,179,558 participants. The existing literature presents inconclusive results regarding the effects of co-education on students' overall educational well-being. This research contributes to this ongoing debate by examining the impact of educational settings, specifically co-educational and single-sex environments, on academic achievement, communication skills, and self-confidence. Our findings indicate that the type of educational setting, whether co-educational or single-sex, does not exert a statistically significant impact on academic achievement, except in countries with a low educational attainment index, where students in co-educational settings achieve higher. Additionally, students in co-educational settings demonstrate better communication skills and higher self-confidence than their counterparts in single-sex schools. These results challenge the prevailing notion that single-sex education enhances girls' achievement and self-confidence while providing a safer environment for self-expression. In contrast, our data suggest that gender-segregated schools may not be the most conducive environments for girls to thrive both socially and academically, potentially due to the promotion of passive femininity within such institutions.

Text Redundancy in Academic Writing: A Systematic Scoping Review

Background: The aim of academic writing is to effectively communicate and disseminate new knowledge and discoveries through the clear and concise expression of scientific ideas, highlighting the importance of being both brief and thorough in academic writing. The quality of this type of writing is under question. There are various sources that degrade the clarity and quality of writing. One of these aspects is redundancy, there are studies examining redundancy in written texts, however, redundancy in academic writing has received little attention. So far, there is no common understanding of the problem in academic writing, nor a common classification, nor a clear description of the causes of this phenomenon and its effects on the quality of academic texts. Purpose: To map the existing literature on text redundancy, exploring its definitions and types, investigate the factors contributing to redundancy in academic writing, Furthermore, the article seeks to assess the impact of text redundancy on the clarity, coherence, and overall quality of academic communication. Materials and Methods: The Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) guidelines and the “PCC” mnemonic (Population, Context, Concept) were applied for inclusion and exclusion criteria were utilized. A literature search was carried out in June 2024. Employing a detailed search strategy, the review engaged two electronic databases – Scopus and Google Scholar, initially identifying 252 studies. Results: 65 English-language studies addressing the text redundancy were included in the review. The synthesis of the selected research revealed that redundancy is perceived differently: as a phenomenon that reduces the quality and comprehension of the text; and a strategy that makes the text understandable and explicit. Different classification of redundancy were presented: by mode of redundancy expression and repetition, by nature, and by its role and impact. The functions and impact on academic written communication redundancy were reviewed. Conclusion: This review explores the dual nature of text redundancy in communication, particularly within academic writing. It highlights that redundancy can enhance comprehension by reinforcing key ideas or hinder communication through excessive repetition. The study classifies redundancy into three categories: functional (beneficial), wordiness (excessive), and contextual redundancy, providing a framework for writers to manage redundancy effectively. The article emphasises the importance of balancing necessary repetition with conciseness to maintain clarity and reader engagement, as excessive redundancy may lead to reader fatigue.

Developing Physical Education Curricula Within the Framework of Digital Transformation to Achieve Sustainable Development

The importance of the study is due to improving the quality of learning and enhancing interaction and participation in the educational process. Achieving personalized and effective learning in the field of physical education. Enhancing self-learning and enabling students to better discover and develop their mathematical skills. The study aims: The goal of developing physical education curricula in the era of “artificial intelligence” is to improve the learning process and enhance students’ sports performance. Analysis of individual performance through the use of advanced technology and artificial intelligence. Study methodology: The researcher used the descriptive survey method and the experimental method due to its suitability to the nature of the study. Study design: The study was designed by collecting data through questionnaires in a way that allows for the collection of appropriate data to test the hypothesis. Data collection methods: Through interviews, questionnaires are distributed to specialists in developing curricula and methods of teaching physical education to most physical education teachers and in the Department of Curricula and Methods of Teaching Physical Education and in Arab and foreign countries. Their number is (80) experts in curricula and methods of teaching physical education. Communication was made via Academic communication sites ((Research Gate - Academy Gate - Google Scholar - sci space ai) The conclusions were that there were statistically significant differences between the means in favor of the experimental group. The effect size values were high, which indicates a significant positive impact of the smart system in improving the scientific and methodological nature of physical education. This indicates the effectiveness of using smart teaching systems in teaching physical education. It can be concluded that the effectiveness of using modern curriculum design methods in improving the curriculum design skills of students of the College of Physical Education. There is a need to develop similar training programs to develop the curriculum design skills of teachers and curriculum designers. The recommendations were: Adopting smart teaching systems and multimedia in teaching physical education courses due to their effectiveness Developing training programs to develop curriculum design skills among teachers and curriculum designers in physical education colleges. Reducing the number of students in classes and training teachers on an ongoing basis. Involving faculty members in developing physical education curricula and training teaching assistants. Paying attention to the continuous professional development of physical education teachers. Conducting further studies to measure the effectiveness of other strategies in improving the quality of teaching physical education courses

Academic burnout and family communication as predictors of life satisfaction in Peruvian university students

Academic burnout and family communication as predictors of life satisfaction in Peruvian university students

Empowering virtual collaboration: harnessing AI for enhanced teamwork in higher education

The emergence of Artificial Intelligence (AI) has brought about a significant change in higher education. It has led to the adoption of more digitally advanced and collaborative models. This paper examines the potential of AI in promoting dynamic virtual teamwork and improving the collective experience in the academic world. It discusses how AI tools can be integrated into various sectors of virtual teamwork, such as academic learning, group projects, communication, assessment, research collaboration, administrative efficiency, engagement strategies, and continuous feedback mechanisms. The paper provides a comprehensive analysis of AI's role in these areas, showing how AI can personalize learning, facilitate complex group tasks, streamline communication, and provide real-time feedback. Ultimately, this will prepare students for the challenges of the professional world and enhance educational efficacy. The paper evaluates the significance of AI in each sector, offering insights into how higher education institutions can use these technologies to create an environment that fosters advanced virtual collaboration. The paper argues that strategic integration of AI is crucial in equipping students with the necessary skills and competencies for the evolving digital landscape of the 21st century.

Trends in Sustainable Tourism Paradigm: Resilience and Adaptation

In recent decades, sustainable tourism has emerged as a central paradigm, attracting growing scholarly interest. External factors, such as the SDGs, climate change agendas, smart and digitalized tourism, cyber and astronaut travel, pandemics, and shifting trends in economic competitiveness, mass tourism, and overtourism, are shaping the 21st-century paradigmatic landscape, challenging both the theoretical “what” and practical “how” of the sustainable tourism paradigm. Using Kuhn’s paradigmatic framework and the Web of Science bibliometric database from 1991 to 2022, this analysis traces trends in sustainable tourism research, advances in academic communication through influential co-citation networks and interdisciplinarity, and the emergence of alternative and quasi-paradigms. The findings suggest, first, a positive trend in tourism scholarly research production; second, weak and diverse communication and interdisciplinarity, as scholars do not sufficiently collaborate in co-citations; and third, the coexistence of the sustainable tourism paradigm with numerous alternative, rival, and quasi-paradigms. The lack of influential knowledge communication highlights the need for the academic tourism community to reconsider its knowledge generation practices. Enhanced collaboration through co-citation and interdisciplinary cooperation is crucial for fostering a deeper and shared understanding of multiple tourism-related concepts. Further thematic and interactive research is needed on the resilience and adaptability of the sustainable tourism paradigm. This article contributes to advancing sustainable tourism scholarship by advocating for a more influential and adaptable paradigm to ensure its relevance amidst emerging challenges.

Faithfulness Fails to Fix it All: A Corpus-Driven Investigation into English Translation Issues in Abstracts of Chinese Civil Engineering Research Articles

The primary concern in translating research article abstracts into English is to ensure accuracy and efficiency. This study established two corpora: CCEJAC (Chinese Civil Engineering Journal Abstract Corpus) and ICEJAC (International Civil Engineering Journal Abstract Corpus). The paper applied Hyland’s five-move model and established ten sub-corpora for comparative studies of equivalent moves in CCEJAC and ICEJAC. It was observed that CCEJAC and ICEJAC differ in both lexical and syntactic levels. Specifically, differences were found in the use of general academic vocabulary and bundles, as well as in sentence length and focus. It can be concluded that translation versions in CCEJAC prioritize preserving the literal meaning and the original sentence structures, which may end in undesirable outcomes. These contrasts are the main factors contributing to English translation issues. To address these, this study thoroughly investigated the English translation issues in each move in CCEJAC. The aim is to refine English versions of abstracts to be more concise and practical, in a bid to further facilitate academic communication between Chinese and international scholars in the field of civil engineering.

Transformative Impact: Dramatic Arts for Grade 12 Academic Excellence

The study investigated the influence of dramatic arts on academic performance among Grade 12 students. The study was framed within the social constructivism theory, which posits that learning is an active, social process where students construct knowledge through interaction with their environment and peers. The study employed an interpretivist qualitative research methods to explore the transformative potential of dramatic arts, emphasising the impact on critical thinking, problem-solving, and proficient communication. Data from 117 students in Grade 12 who were part of a purposive sample were gathered using open-ended questionnaires, interviews, and classroom observations. The data was analysed through thematic analysis. The findings highlighted the positive impact of dramatic arts integration on academic performance, student engagement, empathy development, and communication skills. Participants reported enhanced critical thinking skills, deeper subject understanding, and a more meaningful relationship with academic subjects. The study also offered recommendations for educational institutions, including developing comprehensive programs incorporating dramatic arts, continual professional development for teachers, building robust assessment and evaluation systems, and collaboration with local theatre organisations and cultural institutions to enhance students’ understanding of dramatic arts.

Analysis of Students’ Drawback in Writing Mini Research in 2020 Pasundan University Curriculum Setting

Acquiring proficient writing abilities is essential, as it allows students to refine the other three language proficiencies: reading, listening, and speaking. These proficiencies are vital for bolstering students' groundwork in academic writing. this study aims to analyze the students' drawbacks in writing a mini research paper. The participants were college students at a university in Bandung. Writing samples and interview used as data analysis. The findings underscore the pressing need for students to bolster both their writing proficiency and their grasp of research writing frameworks. As the cornerstone of academic communication, effective writing skills are essential for students to convey their ideas with clarity and coherence.

ESG Standards in China: Bibliometric Analysis, Development Status Research, and Future Research Directions

Environmental, social, and governance (ESG) standards have received widespread attention in the quest for sustainable development. However, a comprehensive understanding of the current status of ESG standards, particularly in the context of China, remains a scientific gap. This study bridges this gap by adopting a bibliometric analysis to comprehensively analyze the current status of ESG standards. Based on an analysis of 213 articles involving ESG standards in the Web of Science Core Collection database from 2015 to 2024, this study identified the global distribution of ESG standards organizations, research hotspots, trends, and cutting-edge status of ESG standards research. It was found that the research on ESG standards shows a growing trend: the research hotspots mainly focus on the areas of performance, rating, investment, and sustainability. Crucially, this study offers novel insights into the current development status of ESG standards in China, emphasizing the significant roles of the government’s promotion of ESG standard formulation and regulation, corporate voluntary compliance, and academic research and communication. Future research directions on ESG standards are proposed and imply that the implementation of ESG standards in China should be beneficial to sustainable development.

Knowledge structures for knowledge communication: Dominant semantic frames in research articles

Taking Frame Semantics as its theoretical framework, this corpus-based study addresses a lack of research on semantic knowledge in research articles at the genre level, as opposed to the discipline level, by identifying the dominant Semantic Frames in the academic portion of the Corpus of Contemporary American English. Semantic Frames in the corpus were first automatically identified with a pre-trained large language model fine-tuned with data from FrameNet, a large database built on the principles of Frame Semantics. Subsequently, 84 dominant Semantic Frames in research articles were extracted based on the frequency distributions of identified semantic frames, constituting a Research Article-specific Semantic Frame List. Based on their definitions and detailed analyses of typical example sentences, these 84 Research Article-specific Semantic Frames were classified into three groups: Academic Activity Frames, which describe typical activities for creating knowledge, Academic Communication Frames, which relate to typical ways for disseminating knowledge, and Academic Interest Frames, which include typical entities or attributes that interest researchers across disciplines. The Research Article-specific Semantic Frame List sheds light on the semantic knowledge that is characteristic of the research article genre and shared across disciplines, thereby paving the way for compiling a research article-specific framenet. Further research is encouraged to explore the Frame Element distribution patterns of Research Article-specific Semantic Frames and Semantic Frames specific to other academic genres.