ABSTRACT This qualitative case study examines three multilingual master's students’ perceptions of their academic writing development within a collective, dialogic, and peer‐supported supervision context in an Australian university. Although previous research has documented multilingual students’ writing challenges and the pedagogical value of collective supervision, little is known about how such supervision—where supervisory scaffolding and peer dialogue are embedded—shapes students’ development in academic writing, including aspects of voice, epistemic awareness, and identity negotiation. Informed by the academic literacies approach, the study conceptualizes writing as an epistemological, social, and institutional practice. Data from interviews and post‐interview reflections were analyzed thematically. Findings show that, despite challenges, participants reported progress in academic writing, characterized by growing epistemic awareness, rhetorical control, and authorial confidence. Peer dialogue, responsive supervisory scaffolding, and reflexive engagement with digital tools supported their negotiation of epistemic positioning and the development of authorial identity. The study contributes new insights to academic literacies research, demonstrating how collective supervision opens dialogic spaces that support multilingual students’ growth as agentive writers and enable critical engagement with disciplinary knowledge. The findings offer implications for pedagogy, supervision, and policy, highlighting collaborative and equity‐oriented approaches to academic writing in linguistically and epistemically diverse higher education contexts.

Academic writing skills are one of the essential aspects of developing students’ academic literacy from the beginning of their university studies. However, most first-year students in the 2025 academic year in the English Department, Faculty of Languages and Literature, Universitas Negeri Makassar, still face difficulties in understanding the structure, language, and ethic of academic writing. This community service aims to improve the academic literacy skills of first-year students through a comprehensive and practical academic writing training program. The implementation methods included several stages, namely pre-test, material presentation, writing exercise, and post-test. The Training materials covered the structure of scientific papers, the use of academic language, paraphrasing techniques, citation ethics, and reference management using reference manager tools. The participants consisted of 40 first-year students who took part in a full-day training session. The results showed a significant improvement in all assessment aspects, with the average score increasing from 56.8 in the pre-test to 83.9 in the post-test. The highest improvement was observed in the accuracy of citation and referencing, which increased by 33.2%. These findings indicate that the training effectively enhanced students’ understanding of systematic and ethical principles of academic writing. Therefore, this activity contributes to strengthening the academic culture and preparing students for academic writing during their studies.

ABSTRACT Schools socialise students into academic literacy, where writer agency across various genres is important. With increasing linguistic diversity due to global migration, this study provides insight into supporting the writer agency of newly arrived multilingual migrant students. It focuses on 12–17-year-old migrant students (N = 42) at the end of their lower-secondary school preparatory education in Finland, qualitatively identifying and characterising writer profiles regarding the resources for writer agency these students develop. Drawing on a sociocultural understanding of agency, language learning, and writing, as well as the Common European Framework of Reference for Languages, this study analyses two data types: (i) texts written by students as part of a project assessing literacy through language tasks and (ii) background information from students and teachers through a survey. Methodologically, the data were analysed using both theory-informed and data-driven approaches to content analysis, also incorporating linguistic content analysis. The analysis identified writer profiles: (1) well-developing resources for writer agency, (2) moderately developing resources for writer agency, and (3) emerging resources for writer agency. These profiles varied depending on the writer’s background, and the analysis suggested that without agency enablers – such as resources, opportunities, and support systems – written communication appears more challenging.

Indonesian, as both a national language and an academic language, demands clarity, precision, and adherence to syntactic, morphological, and orthographic rules. However, in practice, many student writings deviate from these linguistic norms. This study aims to identify and analyze forms of linguistic anomalies in the writings of students in the Madrasah Ibtidaiyah Teacher Education (PGMI) Program, particularly in the use of written Indonesian. This research employs a descriptive qualitative approach with content analysis techniques applied to thesis proposal documents. In addition to documentation, data were collected through direct speech observation and in-depth interviews. The subjects of this literature review consist of various written sources such as books, journals, and scientific documents. Data analysis uses content analysis to interpret information systematically and thoroughly. The results reveal that the most common anomalies include ineffective sentences, nonstandard word usage, and errors in spelling and punctuation. Contributing factors include limited academic literacy, the influence of spoken language and social media, and the lack of continuous practice in formal writing. This study highlights the importance of strengthening language learning and scientific writing training to improve the academic communication skills of PGMI students.

The integration of generative artificial intelligence (GenAI) into higher education has recently become a significant topic of discussion, especially in Enabling Education. Enabling Education programs are designed to prepare students for undergraduate studies by developing foundational literacy skills. However, many educators grapple with whether GenAI is an appropriate tool for supporting students' learning needs or whether it undermines the development of core academic literacies. This study comprises a survey with academics from Enabling programs at 14 universities across Australia. The survey explores educators’ perspectives toward GenAI tools, including their own use of AI-generated content in teaching and their views on students utilising these tools. Our findings show that educators’ perspectives can be categorised as Traditionalist (GenAI’s disruption viewed as a threat to learning), Progressive (GenAI’s opportunities viewed as beneficial to learning), and Ambivalent (GenAI viewed with uncertainty or a mixture of Progressive and Traditionalist ideas). However, these perspectives are expressed in complex and nuanced ways, with educators often holding a range of views that reveal the complicated impact of GenAI. Understanding these perspectives is crucial for addressing potential barriers and facilitating the effective implementation of GenAI in Enabling education.

Journal clubs are active learning approaches routinely used within academic research institutes and allied health professions to boost critical thinking, data analysis, and disseminate knowledge of novel research concepts. These group-based discussions regarding scientific literature aim to develop knowledge and facilitate the sharing of expertise. Many of these outcomes align with those highly desired for post-graduation employability. However, they are usually constrained to small defined student groups, with limited reported attempts to deliver journal clubs at scale within the undergraduate curriculum. Therefore, this study sought to compare the pedagogical efficacy of delivering journal clubs as both extracurricular and curriculum-embedded activities and determine if they are translatable into undergraduate curricula. Student feedback was assessed through anonymous surveys upon completion of both the extracurricular and curriculum-embedded journal club sessions. Pre- and post-session surveys were also provided to assess academic literacy knowledge acquisition. Both extracurricular and curriculum-embedded journal clubs had a positive impact on student experience, knowledge acquisition and transferable skill development. Most students stated they learnt a lot from the session (86.5%) with 78.8% stating that they preferred this learning experience to didactic lectures. Students also stated the session enhanced their confidence (76.9%) and teamwork skills (78.8%) and critical appraisal of scientific research (84.6%). Further pre and post-analysis revealed journal clubs significantly increased students’ knowledge of academic literacy. Students who participated in the extracurricular journal clubs scored their enjoyment and enhancement of their employability skills higher than in the curriculum-embedded session. No significant differences were observed when responses were stratified based on socioeconomic parameters. These data show that journal clubs are a valuable pedagogical tool for developing academic literacy and key transferable skills. We also for the first time showcase how journal clubs can be designed and delivered to be an appropriate and scalable pedagogical tool for large taught modules.

The rapid integration of Artificial Intelligence (AI) in education has created opportunities to reimagine language learning and academic writing support. This study introduces ScaffoldED AI, an innovative teaching strategy integrating scaffolding steps into AI-assisted writing. Unlike general-purpose AI applications, ScaffoldED AI is grounded in Vygotsky’s Sociocultural Theory and the Flower and Hayes Cognitive Process Model, positioning AI as both a mediational aid within the Zone of Proximal Development and a cognitive partner in managing the complex processes of planning, translating, and reviewing ideas. ScaffoldED AI supports learners through structured prompts, adaptive feedback, and guided planning strategies, implemented via platforms such as ChatGPT, Gamma, and Canva. These features help reduce cognitive load, generate ideas, and sustain writing momentum. Its relevance to language education lies in addressing common challenges in academic writing, such as organisation, linguistic confidence, and writing-related anxiety, while fostering long-term development of academic literacy skills. The study was conducted with both tertiary and secondary ESL students, capturing perspectives across different stages of language learning. A Google Form survey revealed that learners reported significant benefits, including reduced writing anxiety, enhanced efficiency and increased confidence in producing written work. At the same time, concerns were raised regarding over-reliance and ethical use, highlighting the importance of responsible integration and clear guidelines. The study concludes that ScaffoldED AI can serve as a pedagogical ally in secondary and higher education, empowering learners with greater autonomy, reducing barriers to effective writing, and enriching teaching practices

This study investigates how Shakespeare’s Sonnet 116 is used as a resource to encourage critical thinking among third-year middle school students in a multiculturally mixed classroom setting in Morocco. Twenty-five students were involved in a learning intervention in the PBL (problem-based learning) framework, with a focus on collaborative inquiry, cultural interpretation, and performance activities. A one-group pre-test/post-test design was used in this study to examine differences in the students’ critical thinking from prior to the intervention toward after the intervention. Findings suggested that students had learned to interpret literary topics, negotiate abstractions such as love or fidelity, and relate these to their real circumstances. Discussion and production outside of the sonnet had encouraged students to exercise their interpretive skills, and they had gained experience in cognition, argumentation, and reflection. The results provide evidence of the potential of embedding classics in contemporary pedagogy, such as PBL, to stimulate students’ cognitive engagement and promote intercultural understanding. The study also demonstrates the way Shakespeare’s works, if contextualized effectively, can overcome cultural frontiers and offer wider possible resources for literacy and critical understanding. The findings suggest that literature-based instruction can offer benefits beyond the development of academic literacy skills, in helping shape open-minded, reflective individuals who can engage in thoughtful exploration of diverse views. In the final analysis, the paper supports the pedagogical benefit of using Shakespeare in Moroccan schools and calls for both lovers of literature and lovers of education to tap into literature as a conduit for critical and culturally responsive pedagogy. These educational strategies enhance classroom conversation, foster interpretative independence, cultivate empathy, promote student agency, and stimulate profound engagement with many human experiences.

Reading comprehension in Indonesian language is essential for academic success, yet many university students struggle due to limited grammar mastery, logical ability, and schemata (prior knowledge). Previous studies have examined these factors separately, but their combined predictive power has relatively remained unexplored. The purpose of this study is to examine grammar mastery, logical ability, and schemata as the predictors of university students' reading comprehension in the Indonesian language. Using a non-experimental survey design with a quantitative approach, data were collected from 600 students at a public university in Bandar Lampung, Indonesia, selected through cluster random sampling. Four validated and reliable multiple-choice tests were used to measure grammar mastery, logical ability, schemata, and reading comprehension. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS v.4. Results showed that grammar mastery (β = 0.365, p < 0.001), logical ability (β = 0.330, p < 0.001), and schemata (β = 0.274, p = 0.001) each significantly predicted reading comprehension, accounting for 78% of its variance. Moderate effect sizes were found for grammar mastery and logical ability, and a smaller but significant effect for schemata. The findings confirm that reading comprehension is a multi-component skill requiring linguistic, cognitive, and experiential knowledge. Implications include integrating grammar, reasoning, and prior knowledge development into reading instruction to improve university students' academic literacy in the Indonesian language.

ABSTRACT Monolingual ideologies in education often silence students’ voices and restrict their opportunities. To counter this, educators must develop teaching practices that recognise, value, and build upon the diverse linguistic and cultural resources of multilingual students. This reflective paper explores a personal narrative unit implemented in freshmen English writing courses at a Hispanic-Serving Institution in New York. In this unit, students engaged in autobiographical writing that incorporated different languages and Englishes, inspired by reading and discussing non-fiction mentor texts by minoritized authors. Their narratives highlight their lived experiences as children of immigrant families, including language learning, translating for family members, visiting their parents’ homelands, encounters with language oppression and racial discrimination, and struggles with family illness, incarceration, loss, domestic violence, and financial hardship. Translanguaging and transcultural literacy practices were deliberately integrated throughout the unit to support students’ academic literacy development.

IntroductionAcademic literacy in higher education has been widely studied, but less attention has been given to literacy practices within professional programmes such as nursing education. This study aimed to analyze one Swedish undergraduate nursing programme regarding the presence of academic and professional literacy, and secondarily to explore students’ note-taking as a component of literacy practices.MethodsThe study employed a descriptive and exploratory design, analyzing curriculum documents and surveying nursing students. An analysis of the intended curriculum (course syllabi) of a three-year undergraduate nursing programme at Karolinska Institutet was conducted to identify explicit and implicit literacy components. A digital questionnaire focusing on note-taking practices was distributed to second-semester students (n = 67; response rate 40%). Closed questions were analyzed using descriptive statistics, while open-ended responses underwent qualitative content analysis.ResultsThe curriculum analysis demonstrated that academic literacy was primarily addressed through scientific writing, group projects, and thesis work, particularly in the first two and final two semesters. Professional literacy was integrated across all semesters and included communication with patients, families, and interprofessional teams, documentation, and interpretation of professional texts. Surveyed students reported frequent note-taking, primarily during lectures and prior to examinations, using both pen and paper and digital devices, with a preference for pen and paper. Qualitative data indicated that students use note-taking mainly to support memorization, understanding, and exam preparation, with limited focus on professional literacy needs.ConclusionThe nursing curriculum integrates both academic and professional literacy practices, although with different emphases across the study period. Students’ current note-taking practices are predominantly academically oriented. These findings highlight the need for more explicit integration and scaffolding of both academic and professional literacy throughout nursing education to better prepare students for their future professional roles, i.e., for clinical communication, documentation, and interprofessional collaboration essential to safe and effective patient care.

The integration of artificial intelligence (AI) technology into Indonesian language learning in higher education presents both significant opportunities and significant challenges. AI has been shown to improve the quality of learning through automated feedback, linguistic analysis, and personalized recommendations that support students' writing skills, vocabulary mastery, and academic literacy. Lecturers also benefit from reduced technical burdens, allowing them to focus more on the substance of their thinking and the development of critical thinking skills. However, research findings indicate the risk of over-reliance on technology, which can undermine students' creativity, reflection, and originality. Other challenges arise from ethical aspects, such as the potential for conceptual plagiarism and stylistic homogenization. To anticipate these issues, strong digital literacy, ethical awareness, and clear institutional regulations are needed so that AI can be positioned as a pedagogical partner, not a substitute for the intellectual process. This study used a descriptive qualitative approach involving lecturers and students as participants, and analyzed the dynamics of AI use through interviews, observations, and document reviews. The findings emphasize the importance of curriculum reform that integrates digital literacy, ethical use of technology, and critical thinking skills. With adaptive pedagogical strategies, AI can enrich the learning experience without sacrificing the humanistic values of language.

Individual consultations have long been seen as core to the tertiary learning advisor (TLA) role, but the traditional individual consultation needs to change. In this perspective paper, through a combination of reflection and the discussion of selected of research findings, three factors influencing the TLA role are discussed: equitable teaching and learning practices, the need to demonstrate the impact of our work, and the institutional adoption of generative artificial intelligence (GenAI) and third-party writing feedback providers. These factors present challenges and opportunities to the traditional individual consultation as well as the ongoing existence of the TLA role itself. The research findings are drawn from TLA and lecturer perspectives collected within a larger doctoral study of TLA and lecturer collaborations to embed academic literacy development at an Aotearoa New Zealand university. Findings include perceived benefits and weaknesses of individual consultations, the institutional perspective of TLAs as providers of individual support, and disagreements amongst TLAs about the best use of their time. The paper calls for change in TLA practices in order that we teach students using culturally appropriate equitable practices, provide robust evidence of the impact of our work on student academic success, and clearly differentiate our contributions from those of GenAI and third-party providers.

This review synthesizes research from cognitive psychology and English for Academic Purposes (EAP) to propose a new conceptual framework for understanding and fostering international student success. It argues that traditional EAP approaches, while effective in developing analytical intelligence-evidenced by a focus on critical reading, argumentation, and source-based writing-provide an incomplete model for the multifaceted demands of global academia. Drawing on Robert Sternberg's Triarchic Theory of Intelligence, this paper posits that "successful intelligence," defined as the capacity to achieve one's goals within a specific sociocultural context, is a more holistic and ecologically valid construct. It depends equally on creative intelligence (e.g., formulating novel research ideas, adapting to unfamiliar academic genres) and practical intelligence (e.g., navigating academic norms, acquiring tacit knowledge, demonstrating pragmatic competence in communication). This paper conducts a critical review of pedagogical practices within EAP that implicitly or explicitly cultivate these three interdependent intelligences. After providing a balanced overview of Sternberg's theory, including its scholarly critiques, this review broadens its theoretical lens to incorporate complementary perspectives from sociocultural approaches to academic literacies. It systematically maps specific EAP tasks-such as source-based synthesis essays (analytical), research proposals for occluded genres (creative), and simulations of academic email communication (practical)-onto the components of the triarchic model. Drawing on this analysis, the paper concludes by proposing an integrated pedagogical framework, the "Triarchic EAP Model." This model consciously balances the development of analytical, creative, and practical abilities through integrated tasks, explicit scaffolding, and a focus on transferability. It offers a more holistic approach to student support and strategically positions the EAP classroom as a unique environment for the cultivation and assessment of the multifaceted intellectual skills required for sustainable success in 21st-century global academia.

ABSTRACT Multilingual university students increasingly engage with digital technologies (e.g. AI-powered translation tool, note-taking app) as part of their academic literacy practices (ALPs). While some view these practices as problematic and potentially encouraging academic misconduct, others recognize their crucial role in students’ language and literacy development, particularly as we move into a rapidly transforming digital future. This study advocates for a process-oriented view, shifting away from an exclusive focus on digital tools towards an understanding of how these tools function with multiple meaning-making resources within multilingual students’ ALPs. Set within a graduate coursework subject at an Australian university, this study investigates one multilingual university student's (Qian's) step-by-step processes of carrying out ALPs in writing an argumentative text. Applying narrative thematic analysis of interview data, screen recordings, and written assignments, our findings reveal that digital technologies serve as mediators in complex meaning-making processes that draw on multilingual students’ full linguistic and cultural repertoires. Through Cowley’s [2012. “Distributed language.” In Distributed Language, edited by S. Cowley, 1–14. John Benjamins Pub] ‘distributed language view’, this study emphasizes digital tools as just one part of a broader meaning-making meshwork which includes ecological (classroom environment), dialogical (peer interactions), and non-local (cultural identity, prior knowledge) elements. We conclude by proposing guiding questions to help educators reflect on pedagogical implications.

With the development of the social economy and the transformation of industrial structures, higher education faces new challenges in talent cultivation, particularly in the collaborative development of academic education and vocational education, which urgently requires innovation. From the perspective of industry-education integration, this study systematically explores the theoretical foundation, structural construction, and optimization pathways of the integrated vocational and general education talent cultivation model in higher education. The study finds that industry-education integration provides external driving forces for the integration of vocational and general education through the deep linkage between educational systems and industrial systems; the integration of vocational and general education, in turn, achieves the coordinated enhancement of academic literacy, professional competence, and personal development through curriculum integration, diversified learning pathways, and the optimization of talent cultivation mechanisms. On this basis, the study proposes constructing multidimensional and collaborative talent cultivation objectives, a cross-boundary integrated curriculum system, and diversified learning pathways, and promoting model optimization through systematic talent cultivation mechanisms, collaborative resource integration and sharing, and innovative iteration. The study provides theoretical support and practical reference for higher education to build an open, flexible, and sustainable model for cultivating compound talents.

Student retention and academic success remain significant challenges in South African higher education (Council on Higher Education (CHE), 2023: 12), and the articulation gap between school and university has been identified as a central concern. Addressing these challenges requires data-driven evaluation techniques. These data-driven techniques, such as diagnostic assessments, use empirical information to make important decisions affecting students’ educational progress, help teachers improve their educational curricula, and identify areas requiring improvement by monitoring and integrating information relating to a student’s educational progress (Aburizaizah, 2021). The Diagnostic Mathematics Information for Student Retention and Success (DMISRS) project was initially conceptualised to explore the articulation gap between students’ Grade 12 exit level skills in the areas of mathematics, academic literacy and quantitative literacy and the entry-level demands of higher education study, and to investigate ways of addressing this gap. A key subproject of the DMISRS project examined the influence of National Benchmark Test (NBT) subdomains on student success and how this diagnostic information could be shared and used by educators across the sector. The NBT consists of three domains: Academic Literacy (AL), Quantitative Literacy (QL), and Mathematics (MAT), each with specific subdomains. Subdomain analyses and relative importance analyses (RIA) provide granular insights into student performance, highlighting the relevance of subdomains for course success and the skills students need to succeed. By identifying areas needing attention, these analyses provide educators with information that they can use to tailor student support and effectively adapt their classroom practices. These analyses are situated within an Integrated Framework of Diagnosis, which integrates assessment inputs, analytical methods, interpretation and reporting mechanisms, and application in teaching and learning. The framework emphasises the feedback loop among four components: diagnostics, feedback, remediation / interventions, and validation. This paper presents the integration of diagnostic information using case studies, which include RIA and subdomain performance analyses of a South African university’s data analytics system referred to as the Data Analytics for Student Success (DASS). It highlights how, with the appropriate support to link this diagnostic information with curricula, access to it can help inform teaching and learning support initiatives. Drawing on the DASS example and the DMISRS/NBT diagnostic project, the paper further demonstrates how such diagnostic outcomes can be mobilised to provide more targeted, curriculum-integrated forms of student support.

Agency is central to the success of academic literacies classrooms. Agency manifests through agentic engagement where students take responsibility for their studies, and educators explicitly foster this quality. However, despite the importance of this construct, agentic engagement has not yet been investigated within a Southern African context. This study aimed to fill this gap by exploring agentic engagement in a South African academic literacies programme through the experiences of students and facilitators. A case study was conducted using document analysis, a facilitator focus group discussion, and semi-structured student interviews. Findings from the document analysis indicate that the academic literacies classroom within this programme is conducive to agentic engagement. However, student and facilitator responses indicate that agentic engagement is limited in the studied academic literacies classroom context, despite a favourable classroom environment. The results suggest that agentic engagement manifests in an alternative way in this context, where students prefer to demonstrate peer reciprocity with each other instead of with the facilitator in front of the whole class. Finally, based on the findings, the article offers implications for fostering agentic engagement within the literacies development classroom.

This community service activity was motivated by the limited ability of Indonesian language teachers in secondary schools in Ambon City to produce publishable scientific works. The aim of this program is to strengthen teachers’ academic literacy through structured, contextual, and sustainable training and mentoring in scientific writing. The method employed was Participatory Action Training (PAT), engaging teachers actively in needs analysis, intensive workshops, and post-training mentoring. The results indicated a significant improvement in teachers’ academic writing skills, digital reference management, and the establishment of an interschool teacher writing community. A total of 35 teachers completed their manuscripts, and 12 were recommended for publication in national journals. This activity successfully fostered a culture of academic writing and collaboration between schools and universities in island regions. The implication highlights that sustained mentoring and contextual approaches are effective strategies to enhance teacher professionalism and build a sustainable academic literacy ecosystem in areas with limited access to educational resources.

ABSTRACTThis article challenges the assumption that EMI success depends mainly on students' English proficiency. Drawing on East Asian contexts and my own trajectory as a researcher and practitioner, I argue that student challenges stem more from gaps in academic literacy than from linguistic deficits. Preparedness must be understood as learning to think, read, and write in discipline‐specific ways, not simply achieving higher test scores. Recent studies confirm the weak predictive value of standardized tests and highlight the centrality of disciplinary literacies and broader educational experiences. Practical implications include TESOL educators and content lecturers working together to design ESAP curricula that reflect disciplinary demands, aligning assessment with course outcomes, and co‐running workshops to embed literacy development into the curriculum. In addition, EMI training should prepare lecturers not only to deliver in English but also to scaffold disciplinary literacy practices, make academic expectations explicit, and engage students in epistemological dialogue. Reframing preparedness in this way offers more equitable pathways for EMI participation.