Course detail

Academic English for Doctoral Studies

FSI-9AJAcad. year: 2027/2028

English for Doctoral Degree Study develops advanced English language proficiency and the academic, research-related and transferable soft skills essential for successful doctoral studies and a future academic or professional career. Delivered through three consecutive modules (Academic Skills 1, 2 and 3), the course guides students towards C1-level academic English.

By means of the CLIL approach (Content and Language Integrated Learning), the modules combine the development of academic language skills with the practical competencies required in research. Students expand their general and discipline-specific academic vocabulary, develop strategies for reading and critically evaluating scholarly literature, enhance their academic presentation skills and learn to write research papers suitable for publication.

Beyond linguistic and research communication skills, the course places particular emphasis on developing the transferable competencies that underpin academic success and professional growth. Students learn to set goals and evaluate their progress, take initiative and find resourceful solutions, understand and contribute effectively to their roles within research teams, communicate research findings to diverse audiences and build support for their work. They are also introduced to the fundamentals of academic teaching and the conventions and strategies involved in successfully navigating the academic publication and peer-review process.

Language of instruction

English

Assignment to study programme types

Doctoral

Mode of study

Not applicable.

Guarantor

Mgr. Martina Vránová, Ph.D.

Department

Institute of Foreign Languages (ÚJ)

Learning outcomes of the course unit

Not applicable.

Entry knowledge

Minimum necessary CEFR level of English is B2.

Rules for evaluation and completion of the course

The exam has a written and an oral part.

Written part:
1 Submission of glossary of discipline-specific and academic vocabulary selected from at least three impact-journal articles with a minimum extent of 50 items. Assessment criteria: ability to study a foreign language independently.
2 Submission of research paper (minimum 9,000 characters) based on the student's master's or doctoral thesis. Assessment criteria: compliance with pre-set article structure, stylistic and grammatical correctness, use of discipline-specific vocabulary.
3 Short written assignment (150--200 words) on a general academic topic. Assessment criteria: general academic vocabulary and writing used in every-day academic contexts.

Oral part:
1 Presentation of conference contribution and follow-up discussion. Assessment criteria: compliance with pre-set structure of presentation, level of language skills, follow-up discussion.
2 Interview on doctoral study (research, teaching, participation in conferences including international ones, mobilities in abroad). Assessment criteria: fluency and interaction.

Students must pass all parts of the exam.

 

Students' participation in seminars is voluntary and the extent of instruction (one to three semesters).

Aims

The aim of English for Doctoral Degree Study is to equip doctoral students with the advanced English language proficiency and transferable academic and professional skills necessary for successful doctoral studies and their future careers. The course develops students' ability to communicate effectively in international academic environments while fostering research independence, professional awareness, collaboration and the ability to present and disseminate research to different audiences.

Upon successful completion of the programme, students will be able to:

  • demonstrate self-management and professional development skills: set meaningful academic and professional goals, monitor and evaluate their progress, take initiative, act resourcefully and integrate their knowledge and skills to address complex challenges;
  • work effectively in academic and research teams: understand and fulfil their roles and responsibilities within a research team, collaborate constructively, contribute to shared goals and communicate effectively with colleagues and research partners;
  • communicate research effectively to diverse audiences: present and explain research findings clearly and persuasively, adapt their communication style and level of detail to different audiences, and engage stakeholders to generate interest in and support for their research;
  • develop academic teaching and presentation skills: apply fundamental teaching principles, communicate complex concepts effectively and engage learners in academic and educational settings;
  • produce high-quality academic and scientific texts: independently plan, structure and write research papers and other scholarly texts appropriate for publication, following the conventions of academic writing in their respective disciplines;
  • navigate the academic publication process: understand the principles of scholarly publishing, respond constructively to peer-review feedback and apply strategies for successfully revising and submitting research manuscripts;
  • communicate confidently and independently in advanced academic English: use an extensive range of academic vocabulary and grammatical structures, demonstrate fluency and precision, and adapt language, register and genre to different research, academic and professional situations.

Study aids

Not applicable.

Prerequisites and corequisites

Not applicable.

Basic literature

Earle–Carlin, Susan. Q: Skills for Success 5. Listening and Speaking. Third edition. Oxford: OUP, 2020. (EN)
Freire, Robert, and Tamara Jones. Q: Skills for Success 4. Listening and Speaking. Third edition. Oxford: OUP, 2020.
Chazal, Edward de, and Julie Moore. Oxford EAP: A Course for Academic Purposes. Advanced. Oxford: OUP, 2013. (EN)
Chazal, Edward de, and Sam McCartter. Oxford EAP: A Course for Academic Purposes. Upper-intermediate. Oxford: OUP, 2012. (EN)
Healan, Angela, and Katrina Gormley. 2023. Close-up C1. National Geographic. (EN)
Warwick, Lindsay. 2025. Success: Oxford Test of English Advanced. Oxford: OUP. (EN)

Recommended reading

Gardner, Peter S. New Directions: Reading, Writing and Critical Thinking. Cambridge: CUP, 2005. (EN)
Hewings, Martin. Advanced Grammar in Use. Cambridge: CUP, 2013. (EN)
McCarthy, Michael, and Felicity O'Dell. Academic Vocabulary in Use. Cambridge: CUP, 2008. (EN)
Mounsey, Chris. Essays and Dissertations. Oxford: OUP, 2002. (EN)
Oshima, Alice, and Ann Hogue. Introduction to Academic Writing. New York: Pearson, 2007. (EN)
Paterson, Ken, and Roberta Wedge. Oxford Grammar for EAP. Oxford: OUP, 2013. (EN)
Glasman-Deal, Hilary. 2021. Science Research Writing for Native and Non-native Speakers of English. Second ed., World Scientific. (EN)
Holst, Bodil. 2015. Scientific Paper Writing: A Survival Guide. Bergen: University of Bergen. (EN)
Wallwork, Adrian. English for Academic Correspondence and Socializing. New York: Springer, 2011. (EN)
Wallwork, Adrian. English for Academic Research: Writing Exercises. New York: Springer, 2013. (EN)
Wallwork, Adrian. English for Presentations at International Conferences. New York: Springer, 2016. (EN)
Wallwork, Adrian. English for Writing Research Papers. New York: Springer, 2023. (EN)

Classification of course in study plans

  • Programme D-APM-P Doctoral 1 year of study, winter semester, compulsory
  • Programme D-ENE-A Doctoral 1 year of study, winter semester, compulsory
  • Programme D-ENE-P Doctoral 1 year of study, winter semester, compulsory
  • Programme D-FIN-P Doctoral 1 year of study, winter semester, compulsory
  • Programme D-IME-P Doctoral 1 year of study, winter semester, compulsory
  • Programme D-KPI-P Doctoral 1 year of study, winter semester, compulsory
  • Programme D-MAT-P Doctoral 1 year of study, winter semester, compulsory
  • Programme D-STG-P Doctoral 1 year of study, winter semester, compulsory

Type of course unit

 

Language exercise

60 hours, compulsory

Teacher / Lecturer

Mgr. Martina Vránová, Ph.D.

Syllabus

Academic Skills 1

Week 1: Demands on doctoral students and appropriate skills
Week 2:  Accidental discoveries (role of narraive in the sciences)
Week 3: Extended definitions (technical vocabulary, paragraph structure)
Week 4: Teamwork
Week 5: Describing visual information I (Writing)
Week 6: Describing visual information II (Presenting)
Week 7: Goal setting and assessing progress
Week 8: Role of passive constructions 
Week 9: Effective teaching 
Week 10: Effective teaching

Academic Skills 2

Week 1: Adulting skills
Week 2: How to master a skill
Week 3: Modern cities (planning, advantages and disadvantages)
Week 4: Modals 
Week 5: Applications of hard science
Week 6: Comparison and contrast (writing and grammar)
Week 7: Work and fun (mental health)
Week 8: Non-technical aspects of technology (conditionals)
Week 9: Consequences of progress  
Week 10: The world of work


Academic Skills 3

Week 1: The writing process: heuristics, evaluating sources, references
Week 2: Compiling glossary, General, academic and technical vocabulary
Week 3: Introduction to rhetoric; Title, abstract, key words
Week 4: Introductions and body paragraphs
Week 5: Methods, Results and discussion
Week 6: Cohesion, thematic progression, referencing
Week 7: Conclusions
Week 8: Articles and punctuation
Week 9: Giving conference papers
Week 10: Giving conference papers and question and answer session