INTERLANGUAGE DEVELOPMENT IN L2 ACADEMIC WRITING: A STATE-OF-THE-ART REVIEW OF MEASUREMENT, TASK DESIGN, AND WRITTEN FEEDBACK IN EMI HIGHER EDUCATION

Phuong Bao Tran Nguyen

Abstract


English-medium instruction (EMI) has expanded rapidly in higher education; however, programs often lack defensible ways to monitor students’ second-language (L2) academic writing development beyond course grades or ad hoc teacher judgments. This review synthesises key theoretical and methodological debates shaping how interlanguage development in academic writing is conceptualised and assessed in EMI settings. We integrate (i) interlanguage and writing-process perspectives on attention, working memory, and developmental constraints; (ii) measurement traditions centred on complexity, accuracy, and fluency (CAF) and their extension to functional adequacy (FA) to capture task- and genre-appropriate communicative success; (iii) the increasing use of automated indices (e.g., lexical sophistication and cohesion tools) and the validity risks they pose when genre control and interpretive safeguards are weak; and (iv) task design and written corrective feedback (WCF) as mechanisms that can either exacerbate or mitigate the “EMI plateau,” where content load crowds out language attention. Across these strands, we argue that EMI writing development is best understood as an interaction among task demands, attentional allocation, and feedback-mediated revision opportunities, and that robust program monitoring requires construct coverage (CAF plus FA), genre-sensitive task comparability, and transparent interpretive rules for automated metrics. We conclude by outlining priority controversies, research gaps, and near-term developments, including minimum reporting standards for EMI writing studies and scalable, low-stakes assessment architectures that better align language development with disciplinary writing demands.

Keywords


English-medium instruction; interlanguage; L2 academic writing; CAF; functional adequacy; task complexity; written corrective feedback; automated writing assessment

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References


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DOI: http://dx.doi.org/10.46827/ejals.v9i1.698

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