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The dataset comprises 75 abstracts (n=25 per group) related to English Language Teaching and adjacent fields. Automated text processing tools generated the measures, while ANOVA and post hoc tests compared group means and correlation analysis explored relationships among variables. Results show significant differences in lexical diversity between EFL and native-speaker groups, while lexical density and academic vocabulary use mean differences were not significant; correlations clarified how the measures relate within the abstract-genre context.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/lexical-density-lexical-diversity-and-academic-vocabulary-use-differences-in-dissertation-abstracts/589244/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/lexical-density-lexical-diversity-and-academic-vocabulary-use-differences-in-dissertation-abstracts/589244.png","ImageObject",300,407,{"name":92,"@type":93},"Đào","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What lexical features are compared across the three student groups?","Question",{"text":112,"@type":113},"The study compares lexical density, lexical diversity, and academic vocabulary use in dissertation abstracts written by EFL, ESL, and English L1 postgraduate students.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the data analyzed to test group differences?",{"text":117,"@type":113},"Automated text processing tools computed the measures, and mean differences between groups were tested using ANOVA with post hoc analysis; correlations were also calculated among the variables.",{"name":119,"@type":110,"acceptedAnswer":120},"What did the findings show about lexical density and academic vocabulary use?",{"text":121,"@type":113},"Lexical diversity showed statistically significant differences between EFL and native-speaker groups, but the study did not find statistically significant subtle mean differences in lexical density or academic vocabulary use.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},589244,1792161061,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},1374402968488,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Lexical Density, Lexical Diversity and Academic Vocabulary Use: Differences  \nin Dissertation Abstracts  \nZafer Susoy  \n[zafersusoy@gmail.com](zafersusoy@gmail.com)  \nTokat Gaziosmanpaşa University, Türkiye  \nDOI: 10.35974/acuity.v8i2.3079  \nAbstract  \nThis study examines lexical density, lexical diversity and academic vocabulary use in the dissertation abstracts written by EFL (English as a foreign language), ESL (English as a second language) and English L1 (Native Speakers) postgraduate students to find out whether these lexical features differ across different English language backgrounds of writers. The data for this study came from a total of 75 dissertation abstracts (n=25 per group) which were about English Language Teaching and related areas. The abstracts were analyzed whereby automated text processing tools and the mean differences were compared between groups with ANOVA and post hoc analysis. A correlation analysis was also computed between the investigated variables. According to the findings, the lexical diversity index produced statistically significant differences between EFL and NS groups, however, the subtle mean differences in lexical density and academic vocabulary use were not found significant. On the other hand, the correlation co-efficient scores offered insights into the nature of relationships of the variables in question. The findings are discussed within the framework of the idiosyncratic context of the ‘abstract genre’.  \nKeywords: Academic Vocabulary Use, Dissertation Abstracts, Language Processing Tools,Lexical Density, Lexical Diversity  \nINTRODUCTION  \nLexical density and lexical diversity, as two most accurate and popular measures of linguistic and lexical competence, have been thoroughly scrutinized both in L1 and L2 English writing studies. Such studies regard lexical density and diversity as crucial independent components of well-developed and refined pieces of student and academic writing (Crossley, Salsbury, McNamara, & Jarvis, 2011; Lu, 2012; Nasseri & Thompson, 2021) and a strong index of L2 writing quality (Olinghouse & Wilson, 2012; Maamuujav, Olson & Chung, 2021) . There are also studies that conclude that lexical density and diversity features of academic writing develop along with time, exposure to language and generic linguistic proficiency (Bulte & Housen, 2014; Kim, 2014; Mazgutova & Kormoz, 2015) . Defining clear boundaries for these two lexical constructs is of great importance and holds certain challenges. Although lexical density and diversity will be defined and presented in detail in the following sections, broadly speaking, lexical density is the magnitude of content words to all words (tokens) in a written text, while lexical diversity is concerned with the use of unique and non-repetitious words, evoking variation. However, though closely associated, lexical density in a text does not necessarily guarantee lexical diversity or viceversa. For example, a text which is densely packed in terms of lexis may display low lexical diversity (Johansson, 2008) .  \nAs Nasseri & Thompson (2021, p.2) wrote “abstracts are self-contained microcosms of dissertations in which a student has to describe and summarize a whole research/dissertation in a limited number of words, usually between 200-300 words”. It is understood that dissertation abstracts are likely to be lexically dense and diverse as well as to contain academic vocabulary, which is described as “comparatively large, precise and formal”(Ranney, 2012, p.563). It may be concluded that trying to employ such academic language and vocabulary usage may bring on a supposedly high levels of lexical density and diversity in the idiosyncratic context of abstract writing. Thus, the aim of this study is to examine the lexical density and diversity features (and differences, if any) of dissertation abstracts written by EFL (English as a foreign language), ESL (English as a second language) and English L1 (Native speakers) post graduate st","cbCailKdQCq0NuRY","https://ap.wps.com/l/cbCailKdQCq0NuRY","pdf",158993,13,"English","# Introduction\n# Literature Review\n## Lexical density and lexical diversity: definitions and measures\n## Academic vocabulary use and abstract genre\n# Research questions\n# Methodology and analysis\n## Data and automated text processing tools\n## Statistical comparison (ANOVA, post hoc) and correlation\n# Findings and discussion","[{\"question\":\"What lexical features are compared across the three student groups?\",\"answer\":\"The study compares lexical density, lexical diversity, and academic vocabulary use in dissertation abstracts written by EFL, ESL, and English L1 postgraduate students.\"},{\"question\":\"How was the data analyzed to test group differences?\",\"answer\":\"Automated text processing tools computed the measures, and mean differences between groups were tested using ANOVA with post hoc analysis; correlations were also calculated among the variables.\"},{\"question\":\"What did the findings show about lexical density and academic vocabulary use?\",\"answer\":\"Lexical diversity showed statistically significant differences between EFL and native-speaker groups, but the study did not find statistically significant subtle mean differences in lexical density or academic vocabulary use.\"}]","Lexical Density, Lexical Diversity and Academic Vocabulary Use: Differences in Dissertation Abstracts | PDF",1792066823,33]