课堂嵌入科研情境对研究生学术英语写作能力的提升作用：基于多个专业的实证研究

Effects of Embedding Research Scenarios in Classroom Teaching on Postgraduates’ Academic English Writing Competence: An Empirical Study Based on Multiple Majors

摘要: 学术英语写作能力是制约研究生科研产出的关键。已有研究多聚焦于课程设计方案的提出，缺乏对教学干预实际效果的实证检验。本文以河北地质大学2024年秋季学期包含多个专业的28名研究生为对象，以嵌入真实科研情境的学术英语课程为干预手段，综合运用出勤追踪、论文质量评估、学生反馈调查和典型个案追踪等混合研究方法，考察了该课程对学生学术写作能力的影响。结果表明：(1)学生课程参与度极高，出勤率达97.8%，结课论文提交率100%；(2)结课论文质量整体良好，论文主题广泛覆盖土地、遥感、地质工程等领域，多数学生初步掌握了学术写作规范；(3)其中一位同学以结课论文为基础，以共同第一作者身份在SCI期刊Land (2026, 15, 1316)上发表论文，实现了从课堂作业到国际期刊发表的跨越。研究认为，嵌入真实科研情境、以论文产出为驱动、辅以个性化指导的教学模式是提升研究生学术写作能力的关键路径。本研究为同类型学校的研究生学术英语教育改革提供了实证支持。

Abstract: Proficiency in academic English writing constitutes a critical bottleneck restricting postgraduates’ research output. Existing literature mostly focuses on proposing curriculum design frameworks, while empirical examinations verifying the practical effects of instructional interventions remain insufficient. This study recruited 28 postgraduate students from Hebei GEO University enrolled in the Autumn 2024 semester as participants. Taking the research-context-embedded Academic English course themed “Land Science and Remote Sensing” as the intervention, this research adopted a mixed-methods approach integrating attendance tracking, manuscript quality evaluation, student feedback questionnaires, and typical case follow-up to explore the course’s impacts on students’ academic writing proficiency. The results reveal three major findings: (1) Students demonstrated extremely high course engagement, with an attendance rate of 97.8% and a 100% submission rate of final course papers; (2) The overall quality of course papers was satisfactory. Research topics covered a wide range of disciplines including land science, remote sensing and geological engineering, and most students acquired basic mastery of standard academic writing conventions; (3) One participant expanded their course paper into a formal journal article and published it as a co-first author in the SCI journal Land (2026, 15, 1316), achieving a remarkable transition from classroom coursework to publication in an international journal. This study concludes that the teaching model featuring authentic research context embedding, output-driven paper writing, and individualized tutoring serves as a core pathway to improve postgraduates’ academic writing proficiency. This research provides empirical evidence for the pedagogical reform of postgraduate Academic English education in peer universities.