DOI: https://doi.org/10.14710/parole.v16i1.93-102

Triangulated Corpus-Informed Assessment of Multilingual Academic Writing

1Universitas Gadjah Mada and Universitas Islam Indonesia, Indonesia

2Universitas Gadjah Mada, Indonesia

3cihad.gunduz@dicle.edu.tr, Indonesia

Received: 13 Apr 2026; Revised: 25 May 2026; Accepted: 2 Jun 2026; Available online: 5 Jun 2026; Published: 30 Apr 2026.
Open Access Copyright (c) 2026 PAROLE: Journal of Linguistics and Education under http://creativecommons.org/licenses/by-sa/4.0.

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Abstract

The naturalness of formulaic language is a key variable in the acceptability of multilingual academic writing. Such naturalness is best reflected by lexical collocations between linguistic units. However, no well-established framework has systematically studied collocational acceptability in multilingual academic contexts. This study fills the gap by proposing a triangulated model to assess academic lexical collocations produced by Indonesian authors in English Language Teaching (ELT) research publications.

The model integrates three components: corpus data, statistical metrics, and cross-group speaker judgments based on Kachru's (1985) three circles of English.Findings show that many recurrent collocations, such as specific Adverb-Verb and Verb-Noun structures, are semantically transparent and moderately acceptable, even when they diverge from prototypical native-speaker norms. By applying a decision logic of MI Score > 3.0, a negative T-score, and I-CVI > 0.78, the proposed model contributes to research on corpus linguistics in education by linking phraseology competence and multilingual academic communication.

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Keywords: ▪ Phraseological competence, academic writing, lexical collocations, semantics, corpus-informed language assessment
Funding: Beasiswa Pendidikan Indonesia

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Section: Research Article
Language : EN
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