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Disciplinary variation in argumentative essays: Mapping metadiscourse patterns in undergraduate writing 议论文的学科差异：绘制大学生写作中的元语篇模式

Ampersand Pub Date : 2025-12-01 Epub Date: 2025-09-03 DOI: 10.1016/j.amper.2025.100238

Attapol Khamkhien

{"title":"Disciplinary variation in argumentative essays: Mapping metadiscourse patterns in undergraduate writing","authors":"Attapol Khamkhien","doi":"10.1016/j.amper.2025.100238","DOIUrl":"10.1016/j.amper.2025.100238","url":null,"abstract":"<div><div>Academic writing is not only content-oriented but also involves various rhetorical strategies that enable authors to project themselves into the text. This study investigated the use of metadiscourse markers in 230 undergraduate argumentative essays across four disciplines: health and human sciences, liberal arts, science, and engineering, drawing on Hyland's (2005) model to examine interactive and interactional resources. The analysed essays were taken from undergraduate students with diverse L1 backgrounds in the CROW corpus. A mixed-methods approach was employed, combining frequency analysis using corpus tools (SketchEngine) with manual annotation and statistical testing to identify patterns of metadiscourse across discipline and educational contexts. Specifically, interactive markers, particularly transitions and frame markers, dominated all disciplines, reflecting students' textual cohesion and organisation prioritisation. Interactional markers such as hedges and engagement devices were used more selectively as science and engineering students favoured precise, low-reflexivity strategies. Likewise, liberal arts and health students used more evaluative language and authorial presence. Pedagogically, this study highlights the importance of explicit instruction on metadiscourse, emphasising genre and discipline-sensitive approaches to guiding readers, taking a personal stance, and engaging directly with readers.</div></div>","PeriodicalId":35076,"journal":{"name":"Ampersand","volume":"15 ","pages":"Article 100238"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144996869","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The impact of English as a medium of instruction in international education on Arabic language preservation and cultural identity: Parents’ perspectives and strategies 英语作为国际教育教学媒介对阿拉伯语保存和文化认同的影响：家长的观点和策略

Ampersand Pub Date : 2025-12-01 Epub Date: 2025-09-29 DOI: 10.1016/j.amper.2025.100240

Areej Hathal Alotaibi, Ashwaq Abdullah AlJahlan, Ghadeer Fehaid AlHarbi, Talal Musaed Alghizzi

{"title":"The impact of English as a medium of instruction in international education on Arabic language preservation and cultural identity: Parents’ perspectives and strategies","authors":"Areej Hathal Alotaibi, Ashwaq Abdullah AlJahlan, Ghadeer Fehaid AlHarbi, Talal Musaed Alghizzi","doi":"10.1016/j.amper.2025.100240","DOIUrl":"10.1016/j.amper.2025.100240","url":null,"abstract":"<div><div>The adoption of English as a Medium of Instruction (EMI) in international schools has raised concerns about the preservation of the Arabic language and cultural identity, particularly within the context of Saudi Arabia. This study investigated parents' perceptions of these challenges and explored strategies employed to preserve their children's Arabic proficiency in predominantly English-speaking educational environments. Sixty parents completed an online questionnaire that focused on parents whose children attended EMI international schools. The research collected both quantitative data on language proficiency and usage as well as qualitative data regarding parents' perspectives and challenges in preserving Arabic at home. The findings demonstrate a strong dedication to preserving Arabic as an essential component of cultural heritage and religious tradition. The dominance of English over academic and social domains leads children to prefer English while hindering their Arabic literacy skills. The main obstacles to Arabic language retention stem from the extensive use of English, peer pressure, and insufficient exposure to Arabic. Parents employ different methods to handle these issues, including enforcing Arabic use at home, religious and cultural involvement, educational support, and Arabic media resource utilization. This study underscores the crucial role played by parental involvement in Arabic language preservation and globalization.</div></div>","PeriodicalId":35076,"journal":{"name":"Ampersand","volume":"15 ","pages":"Article 100240"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145265781","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Positive impacts of negative feedback: A deep dive into Vietnamese EFL learners’ experiences and responses 负面反馈的正面影响：越南英语学习者的经验与反应

Ampersand Pub Date : 2025-12-01 Epub Date: 2025-06-18 DOI: 10.1016/j.amper.2025.100228

Le Thanh Thao , Pham Trut Thuy

{"title":"Positive impacts of negative feedback: A deep dive into Vietnamese EFL learners’ experiences and responses","authors":"Le Thanh Thao , Pham Trut Thuy","doi":"10.1016/j.amper.2025.100228","DOIUrl":"10.1016/j.amper.2025.100228","url":null,"abstract":"<div><div>This study delves into the intricate perceptions of Vietnamese English as a Foreign Language (EFL) students towards negative feedback in their learning journey. Through qualitative interviews with 15 participants, the research unravels six predominant themes: the dual role of negative feedback, feedback as a social connection, the clarity conundrum, cultural contexts and feedback reception, optimizing growth through feedback timing and emotional preparedness, and the power of constructive framing in negative feedback. Findings reveal that negative feedback, while initially perceived as demotivating, often acts as a catalyst for renewed vigor and focus in students. Furthermore, the source and manner of feedback, as well as its clarity, play pivotal roles in its reception. The cultural fabric of Vietnam significantly shapes students' interpretations, emphasizing respect for authority and collective identity. Feedback's timing, aligned with students' emotional preparedness, determines its efficacy. Importantly, framing feedback constructively, emphasizing growth and improvement, enhances its positive impact. Through the lenses of the Social Identity Theory and Self-Determination Theory, the study offers profound insights into the social and motivational dynamics of feedback reception among Vietnamese EFL learners. The findings hold significant implications for educators, curriculum developers, and stakeholders in EFL settings.</div></div>","PeriodicalId":35076,"journal":{"name":"Ampersand","volume":"15 ","pages":"Article 100228"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144330408","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

CODA's heritage sign language in Spain 西班牙CODA的传统手语

Ampersand Pub Date : 2025-12-01 Epub Date: 2025-07-17 DOI: 10.1016/j.amper.2025.100232

Stéphanie Papin, Rayco H. González-Montesino

引用次数: 0

The online primary and secondary transfer-of-training effects of structured input on the acquisition of English past tense and third person singular present tense markers: A self-paced reading study measuring accuracy and response time 结构化输入对英语过去时和第三人称单数现在时标记物习得的在线一级和二级训练迁移效应：一项测量准确性和反应时间的自定节奏阅读研究

Ampersand Pub Date : 2025-12-01 Epub Date: 2025-06-18 DOI: 10.1016/j.amper.2025.100229

Alessandro Benati , Grace Benati

引用次数: 0

Multilingual communication characteristics of ethnic minorities in An Giang province, Mekong Delta Vietnam 越南湄公河三角洲安江省少数民族多语交际特征

Ampersand Pub Date : 2025-06-01 Epub Date: 2025-03-06 DOI: 10.1016/j.amper.2025.100220

Quoc Hoang , Khang Nguyen Van

{"title":"Multilingual communication characteristics of ethnic minorities in An Giang province, Mekong Delta Vietnam","authors":"Quoc Hoang , Khang Nguyen Van","doi":"10.1016/j.amper.2025.100220","DOIUrl":"10.1016/j.amper.2025.100220","url":null,"abstract":"<div><div>Vietnam’s rapid global integration has made significant changes in all aspects of the socioeconomic life of ethnic minorities. Among these changes, the languages of ethnic communities have been particularly affected. Consequently, the communication characteristics of these groups have undergone substantial transformations. To describe such changes, this study investigates the multilingual communication competence among people of different ethnicities in Vietnam and the characteristics of language choice they make in different intra-community and inter-community communication domains with a view to giving more insights into the characteristics of multilingual communication among ethnic minorities in Vietnam. This investigation is conducted through observations and in-depth interviews with the participation of 105 Hoa people, 100 Khmer people and 100 Cham people in An Giang province. The data collection process, over seven months, involved: immersive observations to assess their multilingual competence and language choices, followed by in-depth interviews to explore their language preferences and reasons. The findings reveal that the phenomenon of multilingual communication is common in An Giang because most investigated ethnic groups in An Giang can speak at least two languages other than their mother tongue. In terms of language choice, mother tongue is used in informal communication domains whereas Vietnamese is used in formal ones. Khmer language is used in family and community communication and is used by Hoa people in some localities. Cham language is only used within the Cham community. The Chinese dialects are only partly used in family communication domain and by Hoa people of the same local groups.</div></div>","PeriodicalId":35076,"journal":{"name":"Ampersand","volume":"14 ","pages":"Article 100220"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143682930","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Thai EFL learners’ use of the discourse marker like in discourse marker combinations 泰国英语学习者在语篇标记语组合中对语篇标记语的使用

Ampersand Pub Date : 2025-06-01 Epub Date: 2025-03-11 DOI: 10.1016/j.amper.2025.100222

Zhaoyi Pan

{"title":"Thai EFL learners’ use of the discourse marker like in discourse marker combinations","authors":"Zhaoyi Pan","doi":"10.1016/j.amper.2025.100222","DOIUrl":"10.1016/j.amper.2025.100222","url":null,"abstract":"<div><div>Although Discourse marker (DM) combinations (DMCs) used by first language (L1) speakers of English have been studied, DMCs have not been examined in the field of interlanguage pragmatics. This research examined the use of the DM <em>like</em> in DMCs produced by Thai intermediate-level and advanced-level learners of English as a foreign language (EFL) in spoken interactions. In total, 80 Thai EFL participants were involved in the collection of naturally occurring data, including 40 Thai intermediate-level and 40 Thai advanced-level EFL learners. Both the DM + <em>like</em> and the <em>like</em> + DM patterns were identified. In the DM + <em>like</em> pattern, the frequently used DMs that co-occurred with the DM <em>like</em> were <em>and</em>, <em>yeah</em>, and <em>I mean</em>, while the DMs that co-occurred with the DM <em>like</em> in the <em>like</em> + DM pattern were <em>uh</em>/<em>um</em>, <em>yeah</em>, and <em>you know</em>. The juxtaposition type was used most often by the Thai EFL learners with both English proficiency levels, followed by the composition subtype and the addition subtype. Although the Thai advanced-level EFL participants used the DM <em>like</em> more often compared to the Thai intermediate-level EFL participants, the Thai intermediate-level EFL participants used more DMCs that contained the DM <em>like</em> compared to the Thai advanced-level EFL participants.</div></div>","PeriodicalId":35076,"journal":{"name":"Ampersand","volume":"14 ","pages":"Article 100222"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143628517","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Partial intralingual subtitling as a means of understanding varieties of the same language: A case study of Syrian vernacular and modern standard Arabic 部分语内字幕作为一种理解同一语言变体的手段：叙利亚白话和现代标准阿拉伯语的个案研究

Ampersand Pub Date : 2025-06-01 Epub Date: 2025-02-20 DOI: 10.1016/j.amper.2025.100219

Hadeel Ghassan, Ahmad S. Haider

{"title":"Partial intralingual subtitling as a means of understanding varieties of the same language: A case study of Syrian vernacular and modern standard Arabic","authors":"Hadeel Ghassan, Ahmad S. Haider","doi":"10.1016/j.amper.2025.100219","DOIUrl":"10.1016/j.amper.2025.100219","url":null,"abstract":"<div><div>This study examines the partial intralingual subtitles of the vernacular Syrian Arabic series \"<em>De'ah Dai'ah</em>\" into Modern Standard Arabic (MSA). It investigates how the audience reacted to the partial intralingual subtitling of the series and probes into how vernacular words are rendered in MSA. The current study utilizes a hybrid method, integrating both quantitative and qualitative approaches. In the quantitative part, the responses of 202 participants to an 18-item questionnaire were statistically analyzed, while in the qualitative part, the researchers watched all 57 episodes in the two seasons of the series and classified the subtitled words and expressions according to their themes, linguistic processes, and rendering strategies. The questionnaire analysis revealed that intralingual subtitling helped the audiences learn new words and dialects. The findings also showed that the technical issues related to the subtitles' length, position, font, size, and synchrony have positively impacted the attitudes of the audiences. The qualitative analysis showed that translation strategies like euphemism, hyponymy, calque, and explicitation were used to render Syrian vernaculars. In addition, some linguistic processes, such as clipping, loan, and affixation, were identified. Metathesis and sound change were frequently used, mainly to elicit humor.</div></div>","PeriodicalId":35076,"journal":{"name":"Ampersand","volume":"14 ","pages":"Article 100219"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143464482","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

University students’ use and metalinguistic understanding of code glosses: A cross-linguistic study of students’ L1 Arabic and L2 English argumentative writing 大学生对代码注释的使用和元语言理解：学生第一语言阿拉伯语和第二语言英语议论文写作的跨语言研究

Ampersand Pub Date : 2025-06-01 Epub Date: 2025-03-18 DOI: 10.1016/j.amper.2025.100223

Abdelhamid M. Ahmed , Lameya M. Rezk

{"title":"University students’ use and metalinguistic understanding of code glosses: A cross-linguistic study of students’ L1 Arabic and L2 English argumentative writing","authors":"Abdelhamid M. Ahmed , Lameya M. Rezk","doi":"10.1016/j.amper.2025.100223","DOIUrl":"10.1016/j.amper.2025.100223","url":null,"abstract":"<div><div>This study investigates the use of interactive metadiscourse markers, known as code glosses, in argumentative texts produced by Qatari university students writing in both their L1 Arabic and L2 English. An analysis of 390 texts from the Qatari Corpus of Argumentative Writing identified 1249 instances of code glosses in Arabic and 620 in English. The results indicate that Arabic texts exhibit a higher frequency of both reformulation and exemplification markers compared to their English counterparts. Specifically, the findings suggest that Arabic favours detailed explanations, whereas English is characterised by a preference for concise, illustrative examples. Interviews further support these findings by revealing that exemplification markers effectively engage readers through the use of relatable examples that reinforce evidence and enhance clarity. Additionally, reformulation strategies—such as rephrasing, editing, and restructuring—play a significant role in improving coherence and comprehension. These insights have important implications for curriculum design, suggesting that targeted instruction in the proficient use of code glosses in both L1 Arabic and L2 English could enhance the clarity and overall engagement of students' writing.</div></div>","PeriodicalId":35076,"journal":{"name":"Ampersand","volume":"14 ","pages":"Article 100223"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143682931","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Frequency effects in acquisition and processing of complex verbal constructions in Romance: Experimental and corpus perspectives on Spanish as well as potential implications for foreign language acquisition 浪漫语中复杂动词结构习得和加工中的频率效应：西班牙语的实验和语料库视角及其对外语习得的潜在影响

Ampersand Pub Date : 2025-06-01 Epub Date: 2024-09-25 DOI: 10.1016/j.amper.2024.100199

Birgit Füreder

引用次数: 0