Enhancing Civil Engineering Students’ academic achievement by Developing a Jargon Based Corpus.

This study examines the use of a jargon‑based corpus to enhance the academic achievement of civil engineering undergraduates. A triangulated corpus analysis was conducted in three stages: (1) frequency and keyword analysis to identify high‑frequency lexical items and technical terms in a civil engineering corpus compared to a general academic corpus; (2) collocation and lexical bundle analysis to extract recurrent multiword units central to disciplinary fluency; and (3) comparative analysis with the Academic Word List (AWL) and Academic Vocabulary List (AVL) to determine overlaps between general academic vocabulary and specialized engineering terminology. Based on these findings, a pedagogical intervention was implemented with experimental and control groups. The experimental group received instruction informed by both general academic and engineering‑specific corpora, emphasizing high‑frequency jargon, collocations, and bundles, with explicit connections to mathematics, physics, and technical writing. The control group received conventional instruction without corpus‑based integration. Results suggest that corpus‑driven pedagogy strengthens students’ mastery of disciplinary language and supports broader academic literacy, thereby improving comprehension and performance across related fields.