An empirical investigation of Linguistic Errors in a corpus of sixteen doctoral theses submitted to CHARUSAT to improve lexical repertoire and quality of Academic Writing

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Published

25-03-2026

DOI:

https://doi.org/10.58414/SCIENTIFICTEMPER.2026.17.3.19

Keywords:

Academic writing; Linguistic errors; Doctoral theses; Lexical repertoire; Empirical investigation

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Issue

Vol. 17 No. 03 (2026): The Scientific Temper

Section

Research article

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Copyright (c) 2026 The Scientific Temper

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This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Authors

  • Prince Grover Researcher Scholar at Charotar University of Science and Technology,
  • Dr. Bhaskar Kanaiyalal Pandya Research Guide and Professor of English, Principal at Charotar Institute of Languages, Arts and Social Studies (CLASS), Dean at Faculty of Humanities (FOH), Charotar University of Science and Technology (CHARUSAT), Changa, Anand, Gujarat, India

Abstract

ABSTRACT

The academic writing is grounded in skillful and proficient incorporation of language-based systems which reinforce the expression of argumentative discourse, conceptual knowledge and discipline-oriented scholarly communication. The earlier scholarly investigations mainly focused on discourse-related patterns and grammatical systems and perceived lexical repertoire as ancillary constituents. Despite this, the systematic and structured utilization of lexical resources contributes substantially in developing semantic meaning and supporting logical coherence in research writing.

The current empirical investigation probes vocabulary-related linguistic resources through the empirical evidence by evaluating language-oriented systematic patterns in the dataset of sixteen doctoral dissertations submitted at Charotar University of Science and Technology (CHARUSAT), Changa between 2016 and 2020. It concentrates on sentence-structural arrangement, discourse-structural lexical terms, grammatical correctness, and lexical appropriateness. By investigating the sixteen dissertations using error-based analyses and lenses, the inquiry evaluates lexical-semantic selections facilitating argumentative discourse, writer’s position and academic discourse logical coherence in research-oriented exchange.

The research study in the next stage explores cognitive, conceptual, knowledge-centered, and discipline-focused components pertaining to lexis-related deployment coupled with the acknowledgement of empirical results and implications leading to influence the pedagogical interventions in designing a layout of the training program and strategizing refinement and enhancement.

The present scholarly investigation points out the prominence of vocabulary-based expertise and capability in disciplinary textual discourse. It also suggests pedagogical implications in building and strengthening lexical resources understanding, discipline-specific linguistic systems and lexis-based formulaic sequences in higher-level research writing.

How to Cite

Grover, P., & Pandya, D. B. K. (2026). An empirical investigation of Linguistic Errors in a corpus of sixteen doctoral theses submitted to CHARUSAT to improve lexical repertoire and quality of Academic Writing. The Scientific Temper, 17(03), 5878–5889. https://doi.org/10.58414/SCIENTIFICTEMPER.2026.17.3.19

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Author Biographies

Prince Grover, Researcher Scholar at Charotar University of Science and Technology,

<strong>ABSTRACT</strong>The academic writing is grounded in skillful and proficient incorporation of language-based systems which reinforce the expression of argumentative discourse, conceptual knowledge and discipline-oriented scholarly communication. The earlier scholarly investigations mainly focused on discourse-related patterns and grammatical systems and perceived lexical repertoire as ancillary constituents. Despite this, the systematic and structured utilization of lexical resources contributes substantially in developing semantic meaning and supporting logical coherence in research writing.The current empirical investigation probes vocabulary-related linguistic resources through the empirical evidence by evaluating language-oriented systematic patterns in the dataset of sixteen doctoral dissertations submitted at Charotar University of Science and Technology (CHARUSAT), Changa between 2016 and 2020. It concentrates on sentence-structural arrangement, discourse-structural lexical terms, grammatical correctness, and lexical appropriateness. By investigating the sixteen dissertations using error-based analyses and lenses, the inquiry evaluates lexical-semantic selections facilitating argumentative discourse, writer’s position and academic discourse logical coherence in research-oriented exchange.The research study in the next stage explores cognitive, conceptual, knowledge-centered, and discipline-focused components pertaining to lexis-related deployment coupled with the acknowledgement of empirical results and implications leading to influence the pedagogical interventions in designing a layout of the training program and strategizing refinement and enhancement.The present scholarly investigation points out the prominence of vocabulary-based expertise and capability in disciplinary textual discourse. It also suggests pedagogical implications in building and strengthening lexical resources understanding, discipline-specific linguistic systems and lexis-based formulaic sequences in higher-level research writing.

Dr. Bhaskar Kanaiyalal Pandya, Research Guide and Professor of English, Principal at Charotar Institute of Languages, Arts and Social Studies (CLASS), Dean at Faculty of Humanities (FOH), Charotar University of Science and Technology (CHARUSAT), Changa, Anand, Gujarat, India

<strong>ABSTRACT</strong>The academic writing is grounded in skillful and proficient incorporation of language-based systems which reinforce the expression of argumentative discourse, conceptual knowledge and discipline-oriented scholarly communication. The earlier scholarly investigations mainly focused on discourse-related patterns and grammatical systems and perceived lexical repertoire as ancillary constituents. Despite this, the systematic and structured utilization of lexical resources contributes substantially in developing semantic meaning and supporting logical coherence in research writing.The current empirical investigation probes vocabulary-related linguistic resources through the empirical evidence by evaluating language-oriented systematic patterns in the dataset of sixteen doctoral dissertations submitted at Charotar University of Science and Technology (CHARUSAT), Changa between 2016 and 2020. It concentrates on sentence-structural arrangement, discourse-structural lexical terms, grammatical correctness, and lexical appropriateness. By investigating the sixteen dissertations using error-based analyses and lenses, the inquiry evaluates lexical-semantic selections facilitating argumentative discourse, writer’s position and academic discourse logical coherence in research-oriented exchange.The research study in the next stage explores cognitive, conceptual, knowledge-centered, and discipline-focused components pertaining to lexis-related deployment coupled with the acknowledgement of empirical results and implications leading to influence the pedagogical interventions in designing a layout of the training program and strategizing refinement and enhancement.The present scholarly investigation points out the prominence of vocabulary-based expertise and capability in disciplinary textual discourse. It also suggests pedagogical implications in building and strengthening lexical resources understanding, discipline-specific linguistic systems and lexis-based formulaic sequences in higher-level research writing.

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