A Computational Corpus Study of English Varieties: Comparing Native and Non-Native Academic Discourse

A Corpus Based Study on Tense Translation in Academic Discourse: French/English Theses Abstracts as a Case Study

The analysis shows that most mismatches follow a recurring pattern in which a French passé composé reporting the students’ own methods, results, or attribution to prior research is rendered in the English present tense, blurring the distinction between the students’ specific findings and established disciplinary knowledge.

Local Languages and Global English: English Literature Students’ Perceptions of Linguistic Capital

The global expansion of English has intensified debates about the relative positioning of global and local languages in multilingual higher education. While previous studies have examined language policy and English-medium instruction, fewer empirical studies investigate how students simultaneously evaluate local and global languages across multiple dimensions of linguistic capital. This study explores English Literature students’ perceptions of local languages and English in terms of status (prestige), instrumental value (academic–career utility), and identity (affection). Using a quantitative descriptive–comparative design, data were collected from 68 second-semester undergraduate students at an Indonesian university through a structured questionnaire with parallel item sets for local languages and English. Descriptive statistics, paired-samples t-tests, and effect size analyses were employed to examine comparative evaluations. The findings show that local languages retain moderate symbolic and identity-related relevance among students. However, English is evaluated significantly higher in instrumental value and identity, with large effect sizes, while differences in perceived status are not statistically significant. These results indicate that English is primarily valued as a resource for academic mobility and professional advancement, whereas local languages continue to function as markers of cultural belonging. The study provides empirical evidence from a Global South context and contributes to contemporary debates on linguistic capital and language hierarchies in higher education

A Corpus-based Study of Lexical Bundles in Oral Presentations of Thai EFL Undergraduate Students

Lexical bundles play an important role in language production, improving individuals’ language proficiency (Hyland, 2008). While most previous studies have explored lexical bundles used in written discourse, little attention has been paid to analyzing lexical bundles employed in oral presentations. The present study aimed to investigate the use of lexical bundles in 30 oral presentations delivered by Thai English as a Foreign Language (EFL) undergraduate students. Following Biber et al.’s (2004) taxonomy, the findings indicate that four-word lexical bundles serve various discourse functions. Discourse organizers were found to be the most dominant functional category, primarily used to structure ideas, manage the flow of information, and maintain coherence in spoken academic discourse. It was also found that verb phrase fragments were the most frequent structural pattern, reflecting students’ preference for formulaic expressions that support fluency and speech planning. However, the absence of several functional and structural categories suggests a limited spoken linguistic repertoire of academic formulaic language. Therefore, explicit instruction and practice in using a wider range of lexical bundles are recommended to enhance students’ fluency, coherence, and academic expression in spoken discourse.

Translating Grammatical Gender in English–Arabic Literary Contexts: A Mixed-Methods Study of Student Performance

This study investigates the translation of gender from English into Arabic, focusing on the performance of senior-level translation students in a literary context. Building on previous research on verbal and adjectival translation, the article adopts a mixed-methods approach combining quantitative frequency analysis with qualitative examination of error types. The corpus consists of selected passages from Naguib Mahfouz’s Midaq Alley, translated into Modern Standard Arabic by student translators. Gender-related renderings are classified as similar, different or unattempted in order to assess both accuracy and omission. The findings indicate that while gender is generally handled correctly at the lexical level, significant difficulties arise in maintaining agreement within phrases and clauses, particularly in cases involving inanimate or abstract nouns and structurally complex constructions. The study highlights the impact of grammatical asymmetry between English and Arabic on translation performance and underscores the need for more systematic instruction in contrastive grammar and contextual analysis. It contributes to a more nuanced understanding of gender as a key factor in English–Arabic literary translation and provides implications for translator training.

Written English Varieties in Swedish Upper-Secondary ELT Textbooks

GRAMMATICAL ERRORS IN INDONESIAN EFL STUDENTS’ WRITING: A LIBRARY RESEARCH FROM THE PERSPECTIVES OF CONTRASTIVE ANALYSIS AND ERROR ANALYSIS

ABSTRACT Writing is one of the most challenging skills for learners of English as a Foreign Language (EFL) because it requires the integration of linguistic, cognitive, and communicative competencies. In higher education, writing proficiency is essential for producing various academic texts; however, Indonesian EFL students continue to experience grammatical difficulties that negatively affect the quality of their writing. This study aims to examine the common grammatical errors found in the writing of Indonesian EFL students through the perspectives of Contrastive Analysis and Error Analysis. This study employed a library research design by analyzing and synthesizing relevant books, scholarly journal articles, and previous studies. The findings reveal that the most frequent grammatical errors involve tense usage, subject–verb agreement, articles, prepositions, plural forms, and sentence structure. These errors are primarily attributed to first-language transfer, overgeneralization, incomplete rule application, limited grammatical competence, and structural differences between Indonesian and English. In conclusion, Contrastive Analysis and Error Analysis provide complementary frameworks for identifying the sources of grammatical errors and serve as a valuable basis for improving the writing accuracy of EFL learners. The findings are expected to provide useful insights for teachers, curriculum developers, and researchers in designing more effective EFL writing instruction. ABSTRAK Menulis merupakan salah satu keterampilan yang paling menantang bagi pembelajar Bahasa Inggris sebagai Bahasa Asing (English as a Foreign Language/EFL) karena menuntut penguasaan aspek linguistik, kognitif, dan komunikatif. Dalam pendidikan tinggi, kemampuan menulis sangat penting untuk menghasilkan berbagai karya akademik, namun mahasiswa EFL di Indonesia masih sering melakukan kesalahan gramatikal yang memengaruhi kualitas tulisan. Penelitian ini bertujuan mengkaji kesalahan gramatikal yang umum ditemukan dalam tulisan mahasiswa EFL Indonesia melalui perspektif Analisis Kontrastif (Contrastive Analysis) dan Analisis Kesalahan (Error Analysis). Penelitian ini menggunakan metode kepustakaan (library research) dengan menganalisis berbagai buku, artikel ilmiah, dan hasil penelitian yang relevan. Hasil kajian menunjukkan bahwa kesalahan yang paling dominan meliputi penggunaan tenses, subject–verb agreement, artikel, preposisi, bentuk jamak, dan struktur kalimat. Kesalahan tersebut dipengaruhi oleh transfer bahasa pertama, overgeneralisasi, penerapan aturan yang tidak lengkap, keterbatasan penguasaan tata bahasa, serta perbedaan struktur antara bahasa Indonesia dan bahasa Inggris. Simpulannya, Analisis Kontrastif dan Analisis Kesalahan saling melengkapi dalam mengidentifikasi penyebab kesalahan gramatikal dan dapat menjadi landasan untuk meningkatkan akurasi menulis mahasiswa EFL. Temuan penelitian ini diharapkan menjadi acuan bagi guru, pengembang kurikulum, dan peneliti dalam mengembangkan pembelajaran menulis EFL yang lebih efektif.