non-English Speaking Research Articles

The effect of primary language on access to specialized orthopedic care

BackgroundLanguage barriers can negatively impact the quality of care for non-English speaking patients. Lack of access to health-care providers who speak multiple languages or interpreters in medical offices can result in delayed appointment times, delayed treatment, and increased complications. Access to shoulder surgeons with subspecialty training is limited and this has been established which may further exacerbate the problem with access for these patients. The purpose of this study was to determine the effect of primary language spoken on access to specialty shoulder care in South Florida. MethodsThree populous, diverse counties in South Florida were selected for data collection. Sixty-nine orthopedic offices were identified by Google search and selected via random number generator. Investigators used the Secret Shopper methodology to contact each office to schedule an appointment for a shoulder arthroplasty for a family member who spoke exclusively English or Spanish using a blocked phone number. The ability to schedule a new patient appointment with a fellowship-trained shoulder specialist, the waiting period for the scheduled appointment, and interpretation services for Spanish-speaking patients were collected. ResultsOf the 69 offices called, 35 met inclusion criteria. There were no significant differences in wait times for shoulder arthroplasty based on primary language spoken. There was no difference in wait time to see a shoulder specialist between Spanish (13.7 days) and English-speaking patients (12.9 days) (P = .835)). Wait times with a nonfellowship-trained orthopedic surgeon between Spanish and English-speaking patients was also not different (9.5 days and 11.96 days, respectively (P = .522). Similarly, no difference existed in phone call duration (P = .56), median income and wait times for a general orthopedic surgeon, with r = −0.26 (P = .105), or a shoulder specialist, with r = −0.19 (P = .22). Of the clinics accepting patients, 74.3% (n = 26/35) offered Spanish interpretation with 42.3% (n = 11/26) providing a multilingual physician, 26.9% (n = 7/26) a translating service, 23.1% (n = 6/26) had a staff member capable of translation, and 7.7% (n = 2/26) had an available professional interpreter. ConclusionWhile access to orthopedic specialty care may be similar for Spanish-speaking and English-speaking patients in South Florida, over 25% of clinics lack multilingual physicians or qualified interpreter access. This can negatively impact surgical decision-making, postoperative care and outcomes after shoulder surgery. It is essential the orthopedic community advocates for the proper resources to optimally assist surgeons and provide quality care for Spanish-speaking orthopedic patients.

Anxiety Inventory for Respiratory Disease: Cross-Cultural Adaptation and Semantic Validity of the Brazilian Version for Individuals with Chronic Obstructive Pulmonary Disease.

Most instruments available to screen for anxiety in people with chronic obstructive pulmonary disease (COPD) are not disease specific. Therefore, the Anxiety Inventory for Respiratory Disease (AIR) was developed to measure anxiety for this patient group; however, it requires cross-cultural adaptation for use in non-English speaking countries. To carry out cross-cultural adaptation of the AIR scale for Brazilian patients with COPD and to analyze its semantic validity. This methodological study followed six stages: 1) Initial translation by two independent translators fluent in English; 2) Synthesis of translations; 3) Back translation by two English first language translators; 4) Expert committee review (eight healthcare professionals, a methodologist, the translators, and back-translators); 5) Pre-final version evaluation with 30 patients with COPD through a cognitive interview; and 6) Submission of documents. Semantic validity was analyzed by agreement rate and content validity index (CVI) for the committee equivalence assessments. 1) Initial translation: the two translated versions presented eight divergences; 2) Synthesis of translations: the differences were discussed to reach consensus; 3) Back-translation: there were no important inconsistencies; 4) Expert Committee: the experts proposed eight and the instrument developer proposed three changes, which were analyzed and voted on, resulting in the pre-final version; 5) Evaluation of the pre-final version: data collection allowed for other changes and the formulation of instructions by applying the adapted instrument in an interview format. Patients rated the questions as clear or very clear; 6) The expert committee and the developer approved the final documents. The agreement rate and CVI were ≥ 0.80 for all items of the scale final version. The process of cross-cultural adaptation followed all necessary stages and the semantic validity results were adequate, providing the Brazilian version of the AIR to assess anxiety symptoms in patients with COPD.

Filipino English teachers in Japan: Exploring subject positioning in teaching experiences

This paper focused on the teaching experiences of Filipino English teachers in Japan. It aimed to find out how the Filipino teachers position themselves and establish their own identities as teachers of English as a foreign language. The first research question sought to find out the roles and responsibilities the Filipino English teachers have in the school. The second question wanted to know the achievements and successes that they have had as teachers in Japan. The third question wanted to find out the challenges that the Filipino English teachers have encountered and how they overcame them. Results showed that aside from a more relaxed and less stressful teaching English as a foreign language task, Filipino English teachers in Japan also serve as cultural ambassadors of the Philippines in their respective classrooms. And although they are usually recognized for doing a very good job, Filipino teachers also face some challenges that stem up from their being non-native English speakers.

On Non-Native Listeners’ Ability to Identify Prominence and Pitch Accents in EnglishMonologic Speech

A comparative perceptual study involving two experimental groups with different native languages (Russian and Czech) shows that phonologically trained non-native speakers of English are good at identifying basic suprasegmental features of the English language, namely prominence (sentence stress) and accent types, which potentially makes it possible to use their prosodic annotations when validating cross-language intonation research. The occasional failure of both experimental groups to identify certain accent types is explained in the study by the annotators’ mother tongue’s prosodic interference: Czech and Russian speakers rely on different acoustic cues when identifying prosodic features in their native languages and transfer this habit to the discrimination of English prosodic characteristics. The study demonstrates that when a prosodic cue is not marked in the speaker’s mother tongue, it will likely be ignored in the foreign language.

The Development and Evaluation of Alternative Communication Strategies to Facilitate Interactions with Refugees in Obstetric Triage: A Preliminary Study

Purpose: In this pilot study, we investigate the potential of pictographs to facilitate communication and accelerate care for non-English speaking birthing people in triage. The immigrant and refugee populations have been steadily increasing in the United States; reproductive age women are a large percentage of those who seek medical care. Barriers to care include timely access to interpreters, which can delay treatment. Pictographs have been used successfully in medicine in various situations such as pharmaceutical instruction and symptom description. We searched extensively for obstetric triage pictographs with little success. To address this, we created a pictograph sheet specifically for common obstetrical complaints. Methods: The most common reasons for visiting triage were ascertained. From these, key topics were identified for drawings. For each topic, the authors drafted scripts for a list of relevant actions. The actions for each topic were then represented by a professional illustrator in pictographs. Pictographs were developed using the following guidelines: focus on actions people should take, include prompts within pictures such as labels or arrows and exclude nonessential details such as room background and elaborate borders. After the pictographs were developed, its appropriateness, accuracy and relevance were reviewed and validated by two experts with experience in women’ care. The experts perceived that the drawings represented the actions well in a simple and clean manner. The following concerns were depicted: decreased fetal movement, abnormal vaginal discharge, rupture of membranes, vaginal bleeding, vision changes, shortness of breath, nausea, contractions, headaches, and overall assessment of wellbeing. Focus groups were developed collaboratively with Della Lamb, a resettlement agency. Inclusion criteria included women of reproductive age who are non-English speaking and currently pregnant. These focus groups were held at the University Health. Two focus groups were created: one with refugees from Afghanistan and one with refugees from the Congo. Each focus group was guided by a licensed medical interpreter of their native language: Dari and Swahili, respectively, and ranged from 3 to 4 participants. One by one the pictograms were introduced to the group. Each participant was asked what they think the illustration represents. For participants’ comfort, groups were not recorded; instead, notes were taken by observers during and after the discussion. The participants read the text and pictographs and were asked to identify if pictographs were clear, understandable, and acceptable. Results: Congolese Focus Group: Participants’ ages varied in their 30s. All had recently immigrated to the United States and lived in Missouri for less than 6 months. They were in the second trimester of their pregnancy and had at least one prenatal visit in the United States. They were all multiparous women with previous uncomplicated vaginal deliveries in their native country. All could read and write in Swahili but spoke no English. They all had no previous experience with the medical health system in the United States. Afghani Focus Group: Participants’ ages varied in their 20-30s. All had recently immigrated to the United States and lived in Missouri for less than 3 months. 3 women were in their second trimester, 1 was in her third trimester. Aside from 1, the rest (3) were multiparous women with previous uncomplicated vaginal deliveries in their native country. 3 of them could read and write in Dari but spoke no English. They all had no previous experience with the medical health system in the United States. Comprehension was significantly different between the two groups. Overall, the Congolese group of women misunderstood the purpose of the pictographs. No picture was understandable to the patients. It was also apparent that the patients did not realize these were issues for which to come to triage. There was also ambiguity regarding the color, i.e. they did not correlate green with nausea. The general prohibition sign was also absent in meaning for them. However, all of the patients expressed interest in learning what each picture meant and would like to have that option there if they came to triage and could not get an interpreter. The Dari group did not understand shortness of breath or nausea. However, they were familiar with the other symptoms and able to identify those as reasons to come to triage. The patients were also familiar with colors and scales. Conclusion: The pictograph-based approach might be an effective tool in developing health-care instructions for immigrant women with limited literacy skills. However, research is needed regarding limitations due to cultural backgrounds. Future research is also needed to compare the effect of pictograph-enhanced instructions with written text-based instructions on adherence to instructions and health outcomes.

Navigating English-mediated online discourse: Communication strategies of Indonesian EFL learners in online discussions

For non-native English speakers, effective and meaningful communication in English can pose challenges due to potential limitations in their communicative competence. Such challenges can cause communication breakdowns if not effectively managed. This complexity is compounded when English communication occurs in an online setting, where technological issues and lack of social presence may disrupt the communication. This study aims to explore the communication strategies utilized by Indonesian EFL learners when participating in online group discussions. The data were collected from six groups of first-year English Department students involving a total of twenty-two students engaged in 20-minute online discussions per group. The analysis focused on the discourse produced by the participants during these discussions observing the strategies employed by the participants. The findings indicated that Indonesian EFL learners predominantly applied achievement and compensatory strategies. These strategies encompassed code-switching, circumlocution, approximation, the use of all-purpose words, word foreignizing, and appealing for help. Among these strategies, code-switching emerged as the prevailing strategy for Indonesian EFL learners engaged in online group discussions. While conversing, code- switching was automatically and naturally used, particularly when referring to Indonesian acronyms and names. At last, implications and future directions are addressed.

Virtual bridges to global competence

This study explores the effectiveness of a virtual exchange programme in enhancing English proficiency and intercultural communication among learners in non-English speaking countries. Through a mixed-methods approach, the research evaluated pre-and post-engagement competencies of participants over an eight-week period. Results indicated significant improvements in intercultural communication and English language skills, despite challenges such as technological limitations and time zone differences. In summary, the study highlights the potential of virtual exchange programmes for fostering cultural understanding and language development in tertiary education, advocating for further exploration in diverse intercultural settings.

Framing the Research and Engaging the Reader in Graduate Engineering Students’ Abstracts

Abstract Writing an abstract is a challenging assignment for graduate students as it requires condensing all the extensive research into a few sentences, providing sufficient background knowledge, and presenting findings compellingly to the academic community. This study observes how graduate engineering students cope with writing their abstracts for their first published papers, with a specific focus on metadiscourse. The study is based on the learner corpus of 1,746 abstracts (117,535 words) written by non-native English speakers in English and Serbian during their Master’s studies. The research follows Hyland’s taxonomy, focusing on interactive frame markers and interactional engagement markers, together with metadiscursive nouns in order to uncover cross-linguistic patterns and pedagogical implications. The comparison of the absolute and relative frequency with statistical significance and log likelihood between Serbian and English sub-corpora demonstrates that students tend to use frame markers with greater frequency in Serbian abstracts than in English ones. Additionally, engagement markers, and especially directives, are used twice as often as frame markers in both sub-corpora, with a higher prevalence in English abstracts. Following the qualitative and quantitative analyses, the findings offer pedagogical implications related to the range of frame markers and metadiscursive nouns used by students to introduce their research aims and the range of engagement markers used to engage readers in their research and thus claim their credibility in academic writing.

Risk Factors for Suboptimal Colon Cancer Diagnosis and Management at a Safety-Net Hospital System

IntroductionColon cancer (CC) is the second leading cause of cancer-related deaths in the United States. Quality measures have been introduced by the American Gastroenterological Association and Commission on Cancer for optimal management of CC. In this study, we sought to identify factors that may hinder the timely diagnosis and treatment of CC at a safety-net hospital system. MethodsRetrospective chart review was performed for patients aged ≥18 y diagnosed with CC from 2018 to 2021. Primary outcomes were time from positive fecal immunochemical test to colonoscopy, time from diagnosis to surgery, and time from diagnosis to adjuvant chemotherapy. Secondary end points were demographic characteristics associated with suboptimal outcomes in any of the above measures. ResultsOne hundred ninety patients were diagnosed with nonmetastatic CC. The majority were Hispanic and non-English–speaking. 74.1% of patients with a positive fecal immunochemical test received a colonoscopy within 180 d. 59.6% of nonemergent cases received surgery within 60 d of diagnosis. 77% of those eligible received adjuvant chemotherapy within 120 d of diagnosis. No clinically significant demographic factor was associated with delay in colonoscopy, surgery, or adjuvant chemotherapy. Most frequent cause of delay in surgery (38.0%) was optimization of comorbidities. Most frequent cause of delay in adjuvant chemotherapy (71.4%) was delay in surgery itself. ConclusionsNo clinically significant demographic factor was associated with experiencing delays in diagnostic colonoscopy, surgery, or adjuvant chemotherapy.

Becoming a language teacher educator: An outsider perspective

This is a reflective piece theorizing my personal and academic experiences working with preservice teachers who are pursuing a Teaching English as a Second Language Certificate with immersion experience participating in a study abroad program teaching English to university students in Ecuador. Teaching predominantly white students as a woman of color is always full of stories, both real and imaginary. This is an opportunity to theorize the role of non-native English speakers guiding preservice teachers to teach English learners in the global south while discussing or contesting language aspects such as pronunciation, accuracy, proficiency, among others.

Embracing digital learning: Benefits and challenges of using Canvas in education

The use of Canvas as a Learning Management System (LMS) in educational settings involves several benefits and drawbacks. Canvas' design advances asynchronous learning, granting students to engage with materials at their own pace; thus, accommodating diverse learning needs and schedules. Integrated learning tools and collaborative features, including discussion forums and group projects, ground an interactive learning environment, enhancing student engagement, and mimicking real-world teamwork scenarios. Additionally, Canvas' data analytics grant instructors valuable student performance and engagement insights. This enables them to develop targeted interventions based on the student’s needs. However, technical issues, accessibility barriers, content readability challenges for dyslexic and non-native English speakers, depersonalization, and privacy concerns have emerged as significant drawbacks. This review is the first review that contrasts Canvas with other LMS platforms like Blackboard and Moodle. In order to maximize its educational benefits, we highlighted the differences in user satisfaction and ease of use and implied the importance of strategic implementation and support. This comprehensive and unbiased analysis will also be added to aid in developing the enhanced optimized practices for Canvas implementation. This includes instructor training, technical support, and strategies to foster online community and engagement, leveraging Canvas’ strengths while mitigating its limitations to enhance educational outcomes and students’ satisfaction.

Intervention to increase colorectal cancer screening among emergency department patients: results from a randomised pilot study

BackgroundColorectal cancer (CRC) is the second leading cause of cancer-related deaths worldwide. Emergency departments (ED) represent a promising setting to address preventive health measures like CRC screening.ObjectivesThe current study adapted...

Generative-AI, a Learning Assistant? Factors Influencing Higher-Ed Students' Technology Acceptance

This study investigates the factors influencing the adoption of Generative-AI tools amongst Thai university students, employing the Technology Acceptance Model (TAM) as a theoretical framework. Data from 911 higher education students from 10 different Thai Universities Health Sciences, Sciences and Technology, Social Sciences and Humanities, and Vocational Fields were analysed via Structural Equation Modelling (SEM). The instrument used in collecting the data was a questionnaire. Results indicated that Expected Benefits, Perceived Usefulness, Attitude Toward Technology, and Behavioural Intention all significantly impacted student adoption of Generative AI. Intriguingly, Perceived Ease of Use was negatively correlated with Perceived Usefulness, challenging conventional TAM assumptions. This study underscores the need to address language barriers, foster a culture of innovation, and establish ethical guidelines to promote responsible AI use within education. Despite inherent limitations, this research contributes to our understanding of AI adoption in educational settings and helps inform strategies for equitable access and responsible innovation. The result demonstrated that the easier a tool was to use, the less value leaners seemed to see in it for their learning process. It can be implied that as Generative-AI get more intuitive, learners think they're less helpful. These finding challenges a few of those assumptions we usually make within the TAM model. It also points out the characteristic of learners which affects their learning preferences and expectation. Another finding showed the impact of language barrier on non-native English speaker that obstruct the user experience in AI services. Moreover, the role of universities in fostering both AI integration for learning for and the ethical implementation of Generative AI. By providing a supportive environment that encourages AI experimentation, redesign learning, empowering learners and faculty instructors to investigate how Generative AI can be applied across disciplines, and developing guidelines for ethical use, universities play a critical role in shaping the effective and responsible integration of AI into the next educational landscape.

EFL LECTURERS’ PRACTICE, PERCEPTION, AND EVALUATION OF ENGLISH AS THE MEDIUM OF INSTRUCTION IN TERTIARY EDUCATION

Higher education institutions in non-English speaking countries, such as Indonesia, have practised English as a Medium of Instruction (EMI) in teaching-learning activities. Previous studies have explored EMI implementation policies and the difficulties of their implementation in Indonesian higher education contexts. However, this study examined the perception, comprehension, practices, and evaluation of EMI in Indonesia where English functions as a foreign language. The data of this study were taken from questionnaires distributed to 42 English lecturers. The results reveal that most lecturers’ speaking skills are in the very good category, 95% of lecturers understand the EMI concept well and always apply EMI to learning activities. In EMI practice, the lecturers face obstacles, especially in arguing concepts, explaining and clarifying concepts, giving examples, and defining concepts. In addition, the lecturers reported barriers to expressing content materials in English, preparing long materials, and requiring a longer time to explain materials. The study also reported some students' problems in EMI practice, especially dealing with their low confidence in using English and low ability to comprehend materials. To apply EMI successfully, both lecturers and students need to improve their speaking skills in the context of higher education in Indonesia.

Academic work demands and the primacy of English: an additional burden for non-native English speakers

ABSTRACT For some time, academics have reported the increasing complexity and demands of work (Clegg, S. 2008. “Academic Identities Under Threat?” British Educational Research Journal 34 (3): 329–345. https://doi.org/10.1080/01411920701532269), including the difficulty of gaining permanence (Taylor, A. 2018. Scientists Don’t Stay for Long in Their Jobs Anymore: Study. Accessed July 20, 2023. https://www.the-scientist.com/news-opinion/scientists-dont-stay-for-long-intheir-jobs-anymore--study-65200) and the constant expectation, even if permanent, to publish as first author in high-impact journals (usually English) – where success rates are dropping due to this high demand. Even as native-English speakers, these expectations can be challenging and stressful. However, for non-native speakers, there is an additional demand given the primacy of English: using English as their language of publication. Prior studies suggest two clusters of factors at play: structural (e.g. university publication requirements for permanence) and individual (e.g. career motivation) which interact. But, broader work and life experiences are rarely addressed. So, this study asked: Within the context of their broader lives, what structural and individual factors do 31 LAC researchers perceive and negotiate in making LoP decisions? Furthermore, how do combinations of these interacting factors lead to different LoP decisions? This broader lens offered many insights with implications for researching academic work (e.g. incorporating prior life and work linguistic experiences in LoP decision-making), and native English academics' publishing practices (e.g. as journal editors and reviewers structures).

Sources of diagnostic delay for people with Crohn's disease and ulcerative colitis: Qualitative research study.

An improved understanding of the causes and experience of diagnostic delay in Inflammatory Bowel Disease (IBD). Framework analysis of semi-structured interviews with 20 adults with IBD. Participants' prior knowledge of normal bowel function/IBD was limited. Symptoms were sometimes misattributed to mild/transient conditions or normalised until intolerable. Family pressures, work, education, mistrust of doctors, fear and embarrassment could exacerbate delays. Poor availability of face-to-face appointments deterred people from seeing a GP. Patients feared that by the time they got to see their GP, their symptoms would have resolved. Patients instead self-managed symptoms, but often regretted not seeking help earlier. Limited time in consultations, language barriers, embarrassment, and delays in test results subsequently delayed specialist referrals. GPs misattributed symptoms to other conditions due to atypical or non-specific presentations, leading to reduced trust in health systems. Patients complained of poor communication, delays in accessing test results, appointments, and onward referrals-all associated with clinical deterioration. GPs were sometimes unable to 'fast-track' patients into specialist care. Consultations and endoscopies were often difficult experiences for patients, especially for non-English speakers who are also less likely to receive information on mental health support and the practicalities of living with IBD. The framework analysis demonstrates delay in the diagnosis of IBD at each stage of the patient journey. Greater awareness of IBD amongst the general population would facilitate presentation to healthcare services through symptom recognition by individuals and community advice. Greater awareness in primary care would help ensure IBD is included in differential diagnosis. In secondary care, greater attention to the wider needs of patients is needed-beyond diagnosis and treatment. All clinicians should consider atypical presentations and the fluctuating nature of IBD. Diagnostic overshadowing is a significant risk-where other diagnoses are already in play the risk of delay is considerable.

Non-Native English-Speaking Tutor: The Students’ Perception at English Education Center In Banyuwangi

This research was examined to gain student’s perception of non-native English-Speaking Tutor: at English education centre in Banyuwangi. There were 28 students of Desy Education Banyuwangi as the participant of this research. The research instruments applied were questionnaire and interview. The data analyzed by using qualitative data analysis techniques such as flow model and tabulating data. Based on the whole instruments and techniques applied, the researcher found out 24 points which written clearly in the table as the final result of questionnaire. In addition, interview was used to support the answers of students’ questionnaire. The result shown that half of students (68%) stated that the skills and the success of non-native English-speaking tutors inspired them to achieve the same or even better competence than NNEST. Furthermore, the students' positive perceptions were also strengthened by the results of interviews which indicated that students gave positive perceptions which explained that if they were highly motivated and confident, they could achieve success in speaking like NNEST. So, it can be conclude that most of the students had the positive perception of Non-native English Speaking Tutor: at English Education Centre in Banyuwangi.

The American Journal of Emergency Medicine's policy on large language model usage in manuscript preparation: Balancing innovation and responsibility

Large Language Models (LLMs) represent a transformative advancement in the preparation of medical scientific manuscripts, offering significant benefits such as reducing drafting time, enhancing linguistic precision, and aiding non-native English speakers. These models, which generate text by learning from extensive datasets, can streamline the publication process and maintain consistency across collaborative projects. However, their limitations, including the risk of generating plausible yet incorrect text and the potential for biases, necessitate careful oversight. Ethical concerns about accuracy, authorship, and transparency need to be carefully considered. The American Journal of Emergency Medicine has adopted a policy permitting LLM use with full disclosure and author responsibility, emphasizing the need for ongoing policy evolution in response to technological advancements.

AI-Assisted English Language Learning for Cross-Cultural Medical Education in Multilingual Settings

In the interconnected world of global healthcare, proficiency in the English language serves as a crucial cornerstone for medical professionals as it facilitates access to a vast wealth of knowledge, collaborative research, and international dialogue. However, the challenge of developing not only linguistic proficiency but also cross-cultural competence within multilingual medical settings remains a significant challenge. This article investigates the innovative potential of artificial intelligence (AI) in transcending these barriers through AI-assisted English language learning, aimed at enriching cross-cultural medical education. It underscores the critical role of English in medical academia and practice by highlighting the consequential divide that language barriers can impose on non-native English speakers. Furthermore, it investigates the nuances of cross-cultural communication within healthcare by emphasizing the necessity for cultural competence amongst healthcare professionals to ensure comprehensive patient care across diverse cultural backgrounds. The investigation extends into an analysis of current AI technologies in language learning, evaluating their capacity to offer personalized, immersive learning experiences that go beyond mere linguistic acquisition to include cultural nuances and medical terminologies. Through an examination of case studies, the article presents successful integrations of AI-assisted language learning tools in medical education. And also, it illustrates their impact on improving English proficiency, cultural awareness, and ultimately, patient care in multilingual environments. Similarly, this article argues for a more inclusive approach to medical education. It proposes the utilization of AI technology, envisioning a future where AI-assisted English language learning becomes an integral component of medical curricula. This approach aims to foster a generation of healthcare professionals equipped with both the linguistic skills and cultural sensitivities required to negotiate the complexities of global healthcare.

Making requests at work: An examination of phrase frames in workplace email communication

As a method of business communication, emails play an essential role in establishing relationships and support systems among colleagues, partners, and sponsors to achieve business goals. Research has suggested that nonnative speakers of English and novice writers face challenges when composing professional email requests for business purposes. Previous studies have underscored the importance of phrase frames (p-frames), which are recurring multi-word sequences with a variable slot, to fulfill rhetorical functions in academic discourse. However, little research has explored how p-frames are used for written communications in business workplace contexts. This study investigated five-word p-frames used for rhetorical moves in business email requests. Using 1,148 authentic request emails extracted from the Avocado Research Email Collection corpus, we analyzed the distribution and linguistic characteristics of p-frames across five rhetorical moves. Results showed that p-frames were unevenly distributed across the rhetorical moves in business request emails. Two moves, making the inquiry and closing, showed the highest degree of formulaicity. P-frames were used in a variety of messages to soften demands and express politeness. This study has pedagogical implications for teaching English for business purposes to both L2 learners and novice writers.