Bee Bond and Martin Ward Welcome to Issue 9 of the Language Scholar, the culmination of the work and collaboration of our editorial team and the first issue co-edited by our new joint chief editor, Martin Ward. In this issue we continue to publish works demonstrating the pursuit of pedagogical...
Hira Hanif, King’s Foundation, King’s College London ABSTRACT The significance of the IELTS test has recently increased in Saudi Arabia. An increasing number of students seek higher education in foreign universities abroad. These universities necessitate a high level of English language proficiency as an entry requirement. IELTS is widely used by these...
Reem Roghailan M. Alshammari Supervised by: Prof. Michael Ingleby, Dr. James Wilson and Prof. James Dickens Linguistics Department, School of Languages, Cultures and Societies, University of Leeds ABSTRACT This research paper is a comparative corpus-based study of the use of written lexical collocations amongst British native speakers and Arabic speaking...
Bee Bond and Kazuki Morimoto In this short editorial, we look back at the last two years of the Language Scholar to celebrate its growth and development. Building on the strong foundations created by the first editorial team, we have published six issues from 2018 to 2020 (Issue 3-8). These...
Clare Wright, Kazuki Morimoto, and Ruba Khamam This special issue of the Language Scholar showcases work arising from the second Year Abroad Conference, held in Leeds in September 2019. The newly created Year Abroad Conference series, first held in Newcastle in 2018, is a unique platform for academics and professional...
Neil Allison University of Glasgow ABSTRACT English for Academic purposes (EAP) is increasingly being influenced by theories of literacy and reading to learn, with the EAP practitioner training students in reading skills and strategies that incorporate engagement with disciplinary specifics. However, little is known about EAP practitioners’ and EAP students’...
Chloë J. Wallace School of Law, University of Leeds ABSTRACT Study abroad is an experience which ought, ideally, to combine both academic learning and the ‘life-learning’ that is gained from adapting to life in a new country. However, the academic experience of study abroad is often deprioritised in institutional approaches...
Anne-Charlotte Husson School of Modern Languages, Newcastle University Damien Hall School of Modern Languages, Newcastle University ABSTRACT In this article, after a brief discussion of the changing landscape around student mental health in universities, and the particular challenges that may be posed by a Year Abroad for language and cultural...
Fumiko Narumi-Munro Japanese Studies, School of Literatures, Languages and Cultures, University of Edinburgh Mihoko Pooley Japanese Studies, School of Literatures, Languages and Cultures, University of Edinburgh ABSTRACT This paper describes and evaluates a novel approach to peer support within the context of a compulsory year abroad for students of Japanese...
Hanh Pho School of Education, Communication and Language Sciences, Newcastle University, Newcastle upon Tyne, UK ABSTRACT This study explores struggles that international students encounter in the early-sojourn stage when studying master’s programmes in the UK. The study is important since it is one of the few studies in the cross-cultural...