Academic English Research Articles

Silk Road Linguistics: The Birth of Yiddish and the Multiethnic Jewish Peoples on the Silk Roads, 9–13th Centuries. The Indispensable Role of the Arabs, Chinese, Germans, Iranians, Slavs and Turks by Paul Wexler

Reviewed by: Silk Road Linguistics: The Birth of Yiddish and the Multiethnic Jewish Peoples on the Silk Roads, 9–13th Centuries. The Indispensable Role of the Arabs, Chinese, Germans, Iranians, Slavs and Turks by Paul Wexler Tomasz Kamusella Wexler, Paul. Silk Road Linguistics: The Birth of Yiddish and the Multiethnic Jewish Peoples on the Silk Roads, 9–13th Centuries. The Indispensable Role of the Arabs, Chinese, Germans, Iranians, Slavs and Turks. Studies in Arabic Language and Literature, 10. Harrassowitz Verlag, Wiesbaden, 2021. Notes. References. Bibliography. Glossary. Indexes. Addenda. xvi + 1412 pp. €198.00 (2-volume hardback and e-book). This ground-breaking, encyclopaedic monograph is a fitting crown to interdisciplinary historical sociolinguist Paul Wexler’s research career of over six decades that brought him from the United States to Peru and Bolivia, Israel, Central and Eastern Europe, Nigeria, Japan, and recently to Australia. Traditionally-minded historians and linguists consider Wexler an iconoclast, because he dares to cross disciplinary lines and proposes novel hypotheses on the basis of new evidence and critical re-examinations of earlier finds. Thus far, his main claim to fame has been the theory that Yiddish is a Slavic language (Knaanic, or Judeo-Slavic), that in the late medieval and early modern periods was relexicalized with Germanic words (Explorations in Judeo-Slavic Linguistics, Leiden 1987), not unlike academic English, which is a Germanic tongue heavily relexicalized with Romance (that is, French and Latin) words. On this basis, Wexler came to the conclusion that Ivrit (Modern Hebrew) is none other than Yiddish relexicalized with Semitic words. As such, Ivrit is also a Slavic language, but twice removed from the medieval Knaanic’s dialectal (Sorbian) base in Lusatia (or today’s eastern Germany) (see Paul Wexler, The Schizoid Nature of Modern Hebrew: A Slavic Language in Search of a Semitic Past, Wiesbaden, 1990). What prevented a calm discussion of Wexler’s theory are the two socio-political norms, developed in Europe, that currently underlie the state and intellectual structures of Western-style modernity. The conclusion of the Thirty Years’ War (1648) yielded the model of the confessionally homogenous territorial state, which in turn spawned the nation-state. In Central Europe, especially, following the Great War (1918), the ethnolinguistically homogenous nation-state became the standard model of legitimate statehood. Until the Holocaust, most of the world’s Jews lived in this region. Under these normative influences, they began to see themselves as a mono-ethnic people (nation) created and confessionally united by Judaism. The Nazi genocide of Jews imbued this understanding with a racialized (biologizing) undertone which brushed off onto the new secular definition of Jewishness, as adopted in Israel. In addition, the polity is none other than a Central European ethnolinguistic nation-state located in the Middle East, with Ivrit having the function of its national language. Wexler’s theories and findings roam freely across the length and breadth of Eurasia and North Africa and often contradict these recent political norms, [End Page 355] much to various ideologues’ displeasure. The opus magnum under review emerged late during the first decade of the twenty-first century from Wexler’s attempt to plug the gap in scholarship with a sorely missing etymological dictionary of Yiddish (p. 21). He soon realized that such a dictionary had not been attempted earlier because the origins of common Yiddish words push lexicographers toward Slavic and other languages, well beyond German, with which Yiddish is traditionally coupled on cultural and ideological grounds (despite the fact that the Holocaust was planned and carried out by Germans). Early into the project, Wexler realized that he would not be able to do justice to the task because influences, be it on Knaanic, Yiddish or other Jewish languages that then fed into modern Yiddish (and Ivrit), touch upon too many ethnolinguistic and confessional groups strewn across Eurasia (including North Africa) during the past two millennia. Each linguistically-and historiographically-evidenced answer to an etymological issue tended to generate more questions that also needed to be looked into. In turn, his expansive work centres on the discussion and dictionary-style presentation of the origins and relations of almost 300 lexemes (or their groups), termed ‘Afro-Eurasian elements in Yiddish’ (pp...

Towards the new construct of academic English in the digital age

Abstract The increasing use of digital educational technologies in higher education (HE) means that the nature of communication may be shifting. Assessments of English for academic purposes (EAP) need to be reconceptualized accordingly to reflect the new and complex ways in which language is used in HE. With a view to inform EAP assessments, our study set out to identify key trends related to academic English using a scoping review of the literature. Findings revealed two major trends: (1) a shift towards multimodal communication which has in turn resulted in the emergence of new types of academic assignments, multimodal genres, and the need for students to acquire new skills to operate within this multimodal arena; and (2) the limitations of existing skills-based approaches to assessment and the need to move towards integrated skills assessment. We discuss the implications of these findings for EAP assessments.

Building a foundation for reading success: early American Sign Language and academic literacy outcomes among deaf and hard of hearing adolescents

ABSTRACT Although there is evidence that academic registers of English are important for hearing monolingual and multilingual learners as they develop through adolescence, there has been less research in this area with deaf and hard of hearing students. The current study sought to determine whether students who were exposed to American Sign Language (ASL) before age 5 experienced a different relationship between language and literacy skills (e.g. reading comprehension, reading fluency, academic English, ASL proficiency) as compared to students who learned ASL after age 5. Findings suggested that academic English was a predictor of reading comprehension across all students, though differences in language development seemed to exist between those who had early ASL and deaf parents as compared to students with later ASL exposure and/or hearing parents. Findings indicate the need to continued research in these areas and for increased opportunities for language learning during the earliest years of life.

Building Vocabulary Acquisition Skills in English Academic Writing with the aid of Corpus Linguistics: the UCS Writing Center Initiative

Acquisition of academic vocabulary is paramount to students’ success in academic life, as well as for the process of writing publishable papers in English so that research can be shared more broadly (NAGY; TOWNSEND 2012; PAQUOT, 2014). While in countries such as The U.S. and England the practice of offering Writing Centers for academic writing thrives, the initiative is still quite shy in Brazil (CONS 2020), though some Writing Centers around the country have recently started to operate. The aim of this paper is to report how the training activities of the Writing Center at University of Caxias do Sul – UCS Writing Center - use the Corpus Linguistics approach (BERBER-SARDINHA 2004) to enhance acquisition of academic vocabulary, therefore providing better academic writing skills to professors and students of the institution and the community it targets. The article contextualizes the Writing Center within the University and presents a series of activities which were designed based on research of Corpus Linguistics’ application to the teaching and learning of English for Academic Purposes (EAP). The activities provide specific instances of how Corpus Linguistics resources can be an invaluable asset for the improvement of vocabulary in academic writing in English, being especially useful for researchers who wish to upgrade the quality of the language used in their international publications.

CULTURAL ADJUSTMENT PROBLEMS IN ACADEMIC LIFE EXPERIENCED BY INDONESIAN POSTGRADUATE STUDENTS IN LONDON

The number of Indonesian students studying in the United Kingdom is steadily rising. In previous studies, it has been shown that adjusting to a new culture is an essential factor in the academic success of international students. This research examines the academic challenges faced by Indonesian postgraduate students because of the significant cultural disparities between Western and Indonesian civilisations. Semi-structured interviews were conducted in this study to get information on students' issues about their academic. Using academic English in academic contexts was found to be the most challenging aspect for participants, along with students' inability to think critically. Nine out of eleven students said they struggled to write essays throughout the cultural transition period. Students' awareness of cultural differences between Indonesian and Western cultures, both in the classroom and outside of it, is suggested by the data.

Promoting learner autonomy and improving reflective thinking skills through reflective practice and collaborative learning

ABSTRACT In this study, the role of reflective practice and collaborative learning practice in promoting learner autonomy (LA) and improving reflective thinking skills (RT) and related learner perceptions were explored. A mixed-method design was preferred to investigate the issue, with participants enrolled in an Academic English Skills (EAP) course (N = 41). Quantitative data analysis of pre- and post-test scores of Learner Autonomy Scale (LAS) and Reflective Thinking Scale (RTS) detected no statistically significant difference in participants’ learner autonomy and reflective thinking skills. However, the results of Change in Learner Autonomy Scale (CLARTS) demonstrated a statistically significant change in LA and RT. Finally, the qualitative findings obtained from student interviews supported the results of CLARTS and revealed positive attitudes of learners towards reflective practice and collaborative practice.

Pedagogical innovations in the formation of academic speech skills

Academic speech skills are rapidly developing following the requirements of modern society. Essential is expressing yourself in English using academic words and terms. Therefore, various innovative technologies are used to inform academic speech skills in teaching English. One of them is teaching English through podcasts. In this article, we have used English podcasts to complement the curriculum as the most effective way to develop academic English speaking skills. The study involved 2 groups of 2nd year students specializing in foreign languages. One group was experimental, and the other was control. Group A, chosen as the experimental group, used podcasts in English to teach English. The learning process in group B, i.e., the control group, was limited to the curriculum. An interview was conducted at the end of the study. As a result of the study, Group A students who used podcasts to teach English developed academic speaking skills; that is, they made academic-level sentences using more academic words and terms. On the other hand, group B students had a good level of English but a low level of academic English. When speaking English, they used everyday English words more often than terms of an academic degree.The method chosen in the study, aimed at developing the skills of academic speech in English, showed a positive result. Students' academic speech skills were developed by watching podcasts in English. Key words:academic speaking skills, podcasts, English , innovation, interviews

Classics in the Modernists' World

Classics in the Modernists' World Stephanie Nelson (bio) While the range of Gregory Baker's new work on Celtic Modernism and Classics is impressive, even more impressive is the web of interconnections that it calls forth. On the one hand, Baker uncovers the fascinating variety in the nationalist and language-revival movements of Ireland, Wales, and Scotland in the 19th and 20th centuries. On the other, he reveals the profound differences possible in the role of "Classics" in the modern world. Far from the normative view of a gradual disappearance of Greek and Latin as irrelevant to modernity—an issue Baker interestingly, and ably, leaves to his conclusion—we see, for example, Scotland, where the study of academic English prevailed early over Classics, Wales, which viewed itself as Roman, and Ireland, seen now as an oral culture on the verge of finding its Homer. In each case, Classics, which had served as a key instrument of the English ruling class, connects with movements supporting the national language against the over-powering encroachment of English. Again, this occurs in a variety of ways: in Wales linked to anti-industrialism, in Scotland to the divide between Lowland Lallans and Highland Gaelic, and in Ireland to a mythologized past. Moreover, as Baker points out, Classics' "decline" in fact opened it up for different kinds of repurposing, while work such as that of Cornford and Harrison "superannuated in a stroke the Victorian Homer," as Eliot put it (100) by bringing ethnography, archaeology, and cultural anthropology into Classics, radically changing the implications of its reception. To add another intriguing touch, the four writers treated here, W. B. Yeats, James Joyce, David Jones, and Hugh Mac-Diarmid [End Page 109] (Christopher M. Grieve) linked the Celtic and the Classical even though (excepting Joyce and Latin) they had only a peripheral knowledge of the languages. And all of this before we even get to the infinitely tangled question of what modernism actually is. The work thus brings together what might be, in other hands, a dizzying combination of factors, underlining the need that Baker describes, to resist a prevailing "temptation to employ categories or other abstract principles as a blunt instrument" (xi). There is, of course, a reason why the simple idea of "inheritors of a so-called classical tradition" (xiii) has taken hold—among other things it puts the forest and the trees in their proper places and proportions. Baker manages the same in a far more nuanced and productive way, through an approach he describes as narrative historicism, a method that gives thick historical context while (citing Kevin Birmingham) embedding arguments in a story rather than stories in an argument (xv). The method is extremely à propos, rejecting the idea of an "ossified 'classical tradition' of predetermined significance" and exploring instead a series of relations in which Classics "catalyzed a variety of insurgent ideologies, literary idioms and experimental expressions across languages" (xvii). Given this complexity, Baker's choice to focus his discussion through Yeats, Joyce, Jones, and MacDiarmid and to look closely at specific works rather than an entire oeuvre was extremely wise. In the case of Yeats, where any attempt to summarize could only be superficial, the choice to concentrate on The Wanderings of Oisin (1889) and King Oedipus, Yeats' translation of Oedipus Rex (published in 1928), not only brings out how drastically Yeats' approach to the Classical changed, but also serves as a brilliant contrast to the consideration of the "Cyclops" episode from Joyce's Ulysses (1922) which Baker places between the two chapters on Yeats. The final two chapters, on the Welsh and Scots poets, David Jones and Hugh MacDiarmid, range more widely, as is appropriate for lesser-known authors, but maintains its focus by concentrating on Jones' Anathemata (1952) before moving into a consideration of the changes in MacDiarmid's poetry. Baker's conclusion caps the study by remarking how, as the study of Greek and Latin was replaced by academic English, Yeats and Joyce themselves became [End Page 110] canonized—just as English, inexorably, and against the grain of all four authors, moved from taking over the Celtic languages into the world-language it has become. Baker's...

Linguistic Justice on Campus: Pedagogy and Advocacy for Multilingual Students: Brooke R. Schreiber, Eunjeong Lee, Jennifer T. Johnson, and Norah Fahim: [Book Review

This book offers college writing instructors strategies for creating linguistically diverse classrooms. Building on theories of language that multilingualism is a student’s strength not a deficit, the book will help faculty, staff, and graduate teaching assistants design lessons, courses, professional development opportunities, and writing center programs that support multilingual students and challenge notions that success on US campuses requires strict adherence to communicating in Standard Academic English (SAE). Through a highly engaging series of studies, the authors in this collection provide evidence that their approaches strengthen their writing pedagogies and empower their students. Although this book is primarily addressed to writing instructors, it may have some utility for professional communicators in industry. The rhetorical listening framework outlined in Chapter 10 would support in-house training on communicating across differences. The editors note that their work on the collection occurred during the COVID-19 pandemic. However, another relevant context emerged that is not addressed in the book explicitly. Following now-revoked Executive Order 13950, more than half of US states have enacted or are debating laws that would restrict classroom and professional development training around issues of diversity, inclusion, and equity. These laws may affect state-funded universities in ways that limit educators’ ability to enact the pedagogies described in this collection.

From General English to General Academic English：Challenges and Strategies for College English Teachers in China

With the popularity of international communication and cooperation, the transformation from general English to general academic English has become an inevitable trend in college English teaching in China. The transformation poses challenges for college English teachers, including the lack of interdisciplinary knowledge, limited general academic English teaching ability and evaluation ability. Accordingly, various measures can be taken to deal with the challenges, such as expanding the interdisciplinary knowledge, establishing the teaching community and reforming the evaluation means. These strategies are intended to construct the harmonious education ecology in college to promote the transformation and development of college English teachers.

Exploring Senior High School Students’ English Academic Resilience in the Chinese Context

Abstract While academic resilience has been a hot topic in positive psychology, there is still scope for researchers to explore it in the field of applied linguistics. Drawing on the framework of L2 (second language) learners’ resilience proposed by T. Y. Kim and Y. K. Kim (2017), the current study aims to examine senior high school students’ English academic resilience (EAR) and its relationship to their English achievement (EA). This study comprises a survey of 454 senior high school students. Follow-up interviews were carried out to triangulate the quantitative findings. The descriptive results demonstrate that students’ EAR is above the average, and its five subscales obtain medium to medium-higher levels due to the mean scores. It shows that students have good EAR that enables them to deal with academic adversity. The correlational analysis shows a low positive correlation between EAR and EA in general, and the subscales share medium to low correlations with students’ EA. EAR has a certain influence on EA, but the correlation may be influenced by other learner variables. Based on the results, suggestions on improving students’ EAR are provided.

Learning Styles and Brain Hemisphericity: Determinants of English Academic Performance

The preparation for global workplace significantly identifies the necessity of developing Filipinos’ competency in using English language in both oral and written communication. However, the two- year study conducted by Hopkins International emphasized the declining proficiency and competency of Filipinos in using the English language. This concerning dilemma could be brought by the irrelevant teaching strategies used in handling students with diverse needs and preferences inside the English classroom. With the end view of aligning instruction to students’ learning preference, the study analyzed the learning styles and brain hemisphericity of students and their relationship with students’ academic performance in English. In order to see the relationship among the aforementioned variables, the researcher utilized descriptive method. Also, the researcher administered survey questionnaire to gather necessary data on learning styles and brain hemisphere dominance among seventy (70) BA Communication students in Batangas State University Lipa. The study revealed that most of student-respondents are visual and left brain learners. Also, it found out that students with kinesthetic learning styles performed very satisfactorily; thus, validating that there is a significant relationship between students’ learning styles and academic performance in English. However, brain hemisphere dominance was seen to be independent to students’ competence in English language.

Test preparation pedagogy for international study: Relating teacher cognition, instructional models and academic writing skills

There now exists an established body of work outlining the challenges international students can face as part of the acculturation process, including a range of academic and non-academic pressures to overcome. For many students, writing essays in academic English for the first time is problematic. This article considers pedagogical approaches for IELTS writing test preparation prior to university admission, and the potential for introducing academic writing skills at an earlier stage of students’ learning. Noting implications of test constructs, we investigate pedagogical support for candidates preparing for the writing section of IELTS. Conducted at a test preparation centre in China, observational data from courses across three proficiency levels provided the basis for inquiry, alongside interviews with teachers ( n = 2), students ( n = 20), and collating homework essays ( n = 50). Results indicate that teacher cognition highly influenced pedagogical practice for writing test preparation at the centre involved. It was also evident that (despite variations) overall test preparation objectives were broadly similar. Additionally, higher proficiency learners appeared to be more receptive to – and capable of – learning about early-stage academic writing skills. We suggest a series of tentative recommendations for instructors and areas for future research, including looking at other major university entrance tests, newer ‘digital first’ tests, and the implications of online test preparation.

Teaching multimodal metadiscourse in academic English as a foreign language

Even though both visual and textual elements create multimodal discourse, the former have received less attention (Kumpf, 2000) than the latter (Hyland, 2005) when teaching a foreign language. The hypothesis of this study is that teaching how multimodal metadiscourse is organized in academic writing may be beneficial if implemented in English for specific purposes. The objectives of this analysis are to identify the patterns of multimodal metadiscourse and to study if teaching the categories of multimodal metadiscourse could improve performance at communicating effectively in an increasingly multimodal world. Thus, a corpus of sixty-four academic papers on engineering written by native English speakers was compiled. Then, the visual and textual metadiscourse elements were classified with a tool and manually to identify patterns that could be used for teaching multimodal metadiscourse. Additionally, the frequencies of the textual and visual elements were identified. Tasks based on the results were proposed and carried out with an experimental group at Universitat Politècnica de València. The results show the patterns of multimodal metadiscourse, the classifications and the outcomes of the experiment with the students. Finally, conclusions shown that multimodal literacy is not implicit or associated to language proficiency, it should be instructed.

A University Based Case Study: The Research on the Overall Situation and Influencing Factors of Non-English Major Postgraduates’ Learning Engagement

This research investigates non-English major postgraduates’ learning engagement in academic English by using learning engagement scale. According to previous research and characteristics of academic English learning, by classroom observation, questionnaire and interview method, this research aims to reveal the overall situation of non-English major postgraduates’ learning engagement in academic English, and explore the main factors affecting non-English major postgraduates’ learning engagement in academic English.

Role of Feedback on English Academic Writing Skills of Tertiary Level Iraqi English as a Foreign Language (EFL) Students: A Review of Literature

Recent studies have shown that Iraqi English as a foreign language (EFL) students face many challenges when composing in an academic context, where they produce a wide range of errors in spelling, punctuation and grammar, and they have trouble writing coherent texts and managing their writing tasks (Alshujairi, 2017; Ahmed & Mohammed, 2015). One of the main reasons why Iraqi EFL students lack proficiency in their academic writing is that they do not receive the necessary feedback to improve their writing. The idea of feedback as a crucial aspect for improving teaching writing instruction and improving academic writing acquisition has not been given much attention in EFL Iraqi literature. This issue is quite problematic because mainstream EFL writing instructors need to equip themselves with effective instructional techniques and strategies to improve EFL student writers’ skills. Thus, this article reports on the review of studies on feedback for ESL Iraqi undergraduate students. This review sheds light on the relationship between providing feedback, improving academic writing skills and offering guidelines for writing instructors to help EFL Iraqi undergraduate students improve their academic writing. Furthermore, this review hopes to urge administrators in higher education to provide feedback courses to enhance writing instructors’ feedback knowledge. Finally, this literature review hopes to explore gaps in the Iraqi EFL literature context, which should be adequately addressed in future research studies.

DISTANCE TECHNOLOGIES IN THE PROCESS OF FORMING THE ENGLISH-LANGUAGE COMPETENCE OF FUTURE ENGINEERS

The urgency of forming English-speaking competence through distance technologies is caused by modern requirements of training specialists in the technical sphere and epidemiological situation in the world. The article aims to define the essence of English-speaking competence formation through distance technologies. In order to realise the defined goal, it is essential to solve the following tasks: 1) to substantiate the essence of the process of formation of English-speaking competence with application of distance technologies; 2) to analyse the specificity of formation of English-speaking competence of future engineers in the course of the use of distance technologies at English lessons. Distance technologies of developing English-speaking competence of future engineers are considered as a set of forms and methods aimed at forming and improving the competence of reading, translation, listening of authentic audio texts, video texts, scientific articles; improving the competence of English-speaking written speech; systematisation of English-speaking grammar competence through tests with the help of distance platforms and Internet-resources. It was found that English-language professional competence integrates knowledge of professional terminological vocabulary, skills of working with English-language professional texts and documents, and background knowledge of socio-cultural features of the language under study. The author proposes goals for the use of distance learning technologies in the course “Academic English”.

An Exploratory Reform in Separation of Teaching and Examination for Postgraduate Academic English Course Based on POA

Based on the survey of academic English abilities and learning needs of non-English major postgraduates at Inner Mongolia University, China. The study explores the curriculum reform scheme of general academic English for postgraduates under the guidance of Production-oriented Approach, and carries out the separation reform in teaching and examination of postgraduate academic English. The teaching concept of “promoting learning with pragmatic purpose” in Production-oriented Approach (POA) is applied to the teaching of graduate students’ academic English writing. Combined with computer technology and related products developed by Beijing Tianyan Rongzhi Software Co., Ltd., a number of open question banks conforming to POA summative evaluation are constructed, and the POA teaching evaluation model is applied to the summative assessment of the course. The results indicate that the new teaching model based on POA realizes the transformation of students from merely learning English to pragmatically using English. The academic writing task assigned by the teacher promotes postgraduates to earnestly apply what they have learned in class to practice, which is of great help to their writing academic abstracts and research papers in English, and greatly enhances their confidence in reading English literature and publishing English academic papers independently. The curriculum assessment adopting separation between teaching and examination enables students to show more initiative to expand their academic knowledge and their English thinking while learning the classroom content, so that the cases of getting high scores via a frantic last-minute effort will be apparently reduced, and the assessment for their achievements in the course will become more efficient and fair.

MAIN ASPECTS OF TEACHING ACADEMIC ENGLISH FOR PhD STUDENTS

The article deals with main aspects of teaching Academic English for PhD students. This discipline belongs to the list of obligatory academic disciplines according to the third (educational and scientific level of higher education). English for Academic Purposes (EAP) is considered to be a part of English for Specific Purposes (ESP). In designing the course, we used the course design model by A. Gillett and L. Wray where the particular attention is paid to the students’ needs. The goal of studying the discipline Academic English is the formation of English-language communicative competence for effective research activities of PhD students. The main forms of education are practical classes and independent work. During the practical classes, the following teaching methods are used: a reproductive method; interactive methods; a method of collaborative learning; a problematic method; a heuristic method; a research method; role playing; a project method; preparation and writing of scientific papers. The particular attention is paid to the method of collaborative learning, which helps to foster critical thinking skills, enhances the ability to learn, and provides the informal setting. Key words: Academic English, EAP, academic writing, Doctor of Philosophy, PhD students, PhD training, collaborative learning, linguistic competences.

Instruction of English for Academic Purposes for Freshman Non-English Majors: Perspective and Practice

An increasing number of universities in China have offered EAP (English for Academic Purposes) to university students. However, issues as to what and how to teach academic English to freshman non-English majors remain unaddressed. This paper, adopted secondary research method, is intended to explore the deficiency Chinese college students may have in participating in communication in the academic community. The result shows that inability to think critically, lack of genre awareness, deficiency in understanding features of academic discourse and the linguistic features of English scientific and technical papers, improper literature citation and inaccurate expression of stance are a major threat to academic progress and success. The paper suggests that six aspects of academic awareness should be raised, and academic skills related be developed when EAP program is offered to freshman non-English majors, in hope of providing insights for the effective implementation of academic English teaching in China.