Academic socialisation and the thesis genre: Reflections on a pilot study

With increasing recognition of the challenges posed by academic discourse for both native and non-native English speakers, this chapter explores the integration of academic socialisation into university curricula, focusing on a pilot study of thesis writing at the University of Modena and Reggio Emilia. The course merges English for General Academic Purposes (EGAP) and English for Specific Academic Purposes (ESAP) within an English as a Medium of Instruction (EMI) context. The methodological framework adopts a multi-lens approach, utilising student feedback, teacher evaluations, and observational data to assess the course's impact on student preparedness in academic writing. Results indicate significant improvements in students' ability to engage with advanced writing tasks, underscoring the benefits of structured support in thesis writing. The study concludes by proposing ongoing refinements in course design, emphasising practical, data-driven activities and a flexible curriculum to optimise learning outcomes in EMI contexts.