1. The document lists academic writing vocabulary including verbs, nouns, adverbs, transition words, adjectives, and prepositions/prepositional phrases that are commonly used in research papers. 2. It then provides 30 example sentences that demonstrate the use of different vocabulary words in context related to education research. 3. The sentences cover topics like students' performance, motivation, resources, learning difficulties, teaching methodologies, surveys, writing projects, language learning, exams, feedback, and research findings.

1. Academic writing vocabulary:
VERBS NOUNS ADVERBS and/or
TRANSITION WORDS
ADJECTIVES PREPOSITION/ PREP.
PHRASES
1. Ensure
2. Inhibit
3. Enhance
4. Undertake
5. Comprise
6. Hypothesize
7. Retest
8. Pilot
9. Question
10. Merge
11. Frame
12. Argue
13. Tally
14. Pinpoint
15. Scaffold
16. Note
17. Facilities
18. Peer
19. Predisposition
20. Stance
21. Framework
22. Findings
23. Inquiry
24. Pattern
25. Despite
26. Thus
27. Likewise
28. Whereas
29. Overall
30. Unobtrusively
31. Whereby
32. Threefold
33. Situated
34. Delighted
35.Unfavorable
36. Unveiled
37. Faded
38. Sufficient
39.Underutilized
40. Regarding
41. Devoid of
42. Arise from
43. Gear toward
44. Regardless of
45. Differ from
46. Amid
Vocabulary taken from (Egbert & Sanden, 2013)
Sentences:
1. Despite the unfavorable patterns observed at the onset of this research, students have drastically changed
their performance regarding their oral production.
2. It has been difficult to pinpoint the source of the students lack of motivation.
3. Researchers have hypothesized that underutilized resources such as computers and authentic materials
from the L2 contexts e.g. magazines,books, etc., may highly improve students’ exposure to the foreign language,
thus, enhancing their L2 skills.
4. Predisposition to an effortless foreign language learning process has been questioned by researchers for
several years.
5. Researchers noted that facilities and their surroundings unobtrusively interfere the students’ learning
processes.
6. Overall, regardless of students ‘learning difficulties, peer support among teachers is pivotal to overcome the
obstacles regularly faced in education.
7. The unveiledresults arose from a conducted inquiry at a public schoolin a Spanish speaking country helped
its instructors improve their teaching methodologies.
8. The researcher’s theoretical framework differs from his apparent stance shown throughout his research
paper. Therefore, it is an unreliable source to use as reference.
9. After tallying the students’ survey results, it was found that ESL classes were mainly teacher-centered and
had the course book as their unique and main resource for instruction.
10. Teachers piloted a writing project throughout the school year. Students were not delighted with it at its
commencement. Nevertheless, when they realized this was an opportunity for them to express their true selves
and saw improvement regarding to their writing skills, they requested this to be a required assignment included
in the school syllabi.

2. 11. It is arguedthat students devoidof interest in learning a foreign language in the courseof their schoolyears,
have great chances of encountering setbacks not only in their further academic lives but also in their job careers.
12. Teachers ought to scaffold each of their lessons providing sufficient examples and clear explanations for
a successful language instruction.
13. Merging valuable classroom-content with extracurricular activities which promote self-study habits, and
use of the target language in the real world, may be the key aspect for improving students English learning
experiences.
14.Researchers ensured a threefold increase in the improvement of students’ results after applying their
research proposal.
15. The researchers’ activities were created with the purpose of working on students’ weaknesses, likewise
they wanted pupils to improve their strongest abilities.
16. Findings allowed researchers geared towards acquiring better strategies to use in class to improve
students’ motivation.
17. Students undertook to do daily writing tasks. Some of them showed excitement when handing in their
work whereas the rest of them found those activities boring and pointless.
18. Time management, and lack of practice comprise the main students’ difficulties when facing international
exams such as TOEFL, or IELTS.
19. It is extremely difficult for positivist researchers to reframe their paradigms.
20. Hindrances in students learning process by all means can be used as key tools wherebythey can improve
themselves and thus, obtain success.
21. Wrongly-given feedback may inhibit students’ participation, causing a faded will to express themselves in
class.
22. Students were retested amid the school year, due to a possible manipulation of the last tests results.
23. Despite the school being situated in an extremely vulnerable and poor area, students never skip classes,
and they go eagerly to learn.
24. Regardless of students’ socio-economic backgrounds, predisposition to language learning will definitely
vary.
25. The research has pinpointed several unfavorable issues related to the students’ oral production.
26. the school has sufficient reading materials for students to take home that unobtrusively can take with
them.
27. Research findings argued that students have an enormous lack of lexical resources which inhibit them
from producing extended discourses.
28. Activities created by ESL teachers must gear students toward achieving the language goals proposed for
the school year. Likewise, they have to be carefully scaffolded.
29. The students were delighted with the projects piloted by the researchers.
30. People’s stances and conceptual frameworks may change depending on their life experiences.
Written by Scarleth Bula Páez.