| Phrasal complexity in academic writing: A comparison of abstracts written by graduate students and expert writers in applied linguistics |
10 |
| Three minute thesis presentations as an academic genre: A cross-disciplinary study of genre moves |
10 |
| A phrase-frame list for social science research article introductions |
9 |
| Citation practices of L2 university students in first-year writing: Form, function, and stance |
8 |
| The futures of EAP genre studies: A personal viewpoint |
8 |
| A cross-disciplinary investigation of multi-word expressions in the moves of research article abstracts |
8 |
| The use of metadiscourse and persuasion: An analysis of first year university students' timed argumentative essays |
7 |
| The evaluation of lecturers' nonnative-accented English: Dutch and German students' evaluations of different degrees of Dutch-accented and German-accented English of lecturers in higher education |
7 |
| Do native writers always have a head start over nonnative writers? The use of lexical bundles in college students' essays |
7 |
| Advancing disciplinary literacy through English for academic purposes: Discipline-specific wordlists, collocations and word families for eight secondary subjects |
6 |
| Investigating the collocations available to EAP writers |
6 |
| Academic emotions in written corrective feedback situations |
6 |
| Japanese materials scientists' experiences with English for research publication purposes |
5 |
| What's in a number? How (and why) measuring research productivity in different ways changes the gender gap |
5 |
| Task-based needs analysis of L2 pragmatics in an EAP context |
5 |
| Language development for English-medium instruction: Teachers' perceptions, reflections and learning |
5 |
| 'Can you talk me through your argument'? Features of dialogic interaction in academic writing tutorials |
4 |
| Measuring the contribution of academic and general vocabulary knowledge to learners' academic achievement |
4 |
| Structural compression in academic writing: An English-Chinese comparison study of complex noun phrases in research article abstracts |
4 |
| Why are abstracts in PhD theses and research articles different? A genre-specific perspective |
4 |
| The schematic structure of discussion sections in applied linguistics and the distribution of metadiscourse markers |
4 |
| An exploratory study on factors influencing undergraduate students' academic writing practices in Turkey |
4 |
| Learning to evaluate through that-clauses: Evidence from a longitudinal learner corpus |
3 |
| Authorial voice constructed in citation in literature reviews of doctoral theses: Variations across training contexts |
3 |
| Explicit and implicit justifications of experimental procedures in language education: Pedagogical implications of studying expert writers' communicative resources |
3 |
| I am what I have written: A case study of identity construction in and through personal statement writing |
3 |
| The development of cognitive academic language proficiency in multilingual education: Evidence of a longitudinal study on the language of history |
3 |
| L2 doctoral students' experiences in thesis writing in an English-medium university in New Zealand |
3 |
| I won't publish in Chinese now: Publishing, translation and the non-English speaking academic |
3 |
| With the rapid development: A contrastive analysis of lexical bundles in dissertation abstracts by Chinese and L1 English doctoral students |
3 |
| What students don't make of feedback in higher education: An illustrative study |
3 |
| A corpus-based investigation of noun phrase complexity in the L2 writings of a first-year composition course |
3 |
| Constructing academic identities online: Identity performance in research group blogs written by multilingual scholars |
3 |
| Teaching English for Research Publication Purposes to science students in China: A case study of an experienced teacher in the classroom |
3 |
| A scientist in interdisciplinary team-teaching in an English for Research Publication Purposes classroom: Beyond a cameo role |
3 |
| How useful are corpus tools for error correction? Insights from learner data |
2 |
| A preliminary investigation into the rhetorical function of 'I' in different genres of successful business student academic writing |
2 |
| Rhetorical structure of the introductions of applied linguistics PhD theses |
2 |
| English academic writing convergence for academically weaker senior secondary school students: Possibility or pipe-dream? |
2 |
| As Hill seems to suggest: Variability in formulaic sequences with interpersonal functions in L1 novice and expert academic writing |
2 |
| Academic vocabulary in ESL student papers: A corpus-based study |
2 |
| Detecting the language thresholds of the effect of background knowledge on a Language for Specific Purposes reading performance: A case of the island ridge curve |
2 |
| L2 writers' use of outside sources and the related challenges |
2 |
| Differences in engagement: A comparison of the strategies used by British and Chinese research article writers |
2 |
| Chinese learner writers' niche establishment in the Literature Review chapter of theses: A diachronic perspective |
2 |
| Building genre knowledge in second language writers during study abroad in higher education |
2 |
| Did you take good notes?: On methods for evaluating student notetaking performance |
2 |
| Improper textual borrowing practices: Evidence from Iranian applied linguistics journal aricles |
2 |
| Predicting integrated writing task performance: Source comprehension, prewriting planning, and individual differences |
2 |
| The construction of opposition relations in high middle and low-rated postgraduate ESL Chinese students' essays |
2 |
