Knowledge building in academic lectures: An LCT analysis

Abstract

This study examines the construction of disciplinary knowledge in English-Medium Instruction (EMI) academic lectures at a UK university, focusing on the learning experiences of Chinese postgraduate students. Drawing on Legitimation Code Theory (LCT), particularly its semantic dimension, the research explores how lecturers’ use of semantic gravity and semantic density influences students’ comprehension and engagement. Through a qualitative multiple-case study, data were collected via lecture recordings, student interviews, and lecturer interviews.

Findings indicate that knowledge construction in EMI lectures is shaped by semantic waves which feature oscillations between abstract theoretical content and concrete examples. While well-structured semantic waves facilitate cumulative knowledgebuilding, imbalanced transitions such as prolonged theoretical exposition without contextual anchoring or excessive reliance on concrete examples without theoretical reintegration impede students’ comprehension. Moreover, multimodal scaffolding, including structured slides and visual aids, enhances understanding, whereas an overreliance on spoken discourse increases cognitive load.

The study also highlights the role of cultural and cognitive factors in shaping students' engagement with EMI lectures. Many Chinese students, accustomed to teacher-centred learning and rote memorization, struggle with the expectation to actively construct knowledge in a participatory academic environment. Linguistic challenges, including processing complex academic discourse in real-time, further compound comprehension difficulties. However, students employing strategies such as structured notetaking and peer discussions demonstrate improved engagement.

This research contributes to the fields of applied linguistics and higher education by integrating LCT with empirical insights into EMI pedagogy. The findings inform pedagogical practices aimed at enhancing lecture accessibility for international students, emphasizing the need for balanced semantic structuring, multimodal integration, and explicit academic support initiatives.

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Identifiers

ORCID for Xiaowei Zhou: orcid.org/0009-0005-9322-7902

ORCID for Robert Baird: orcid.org/0009-0009-3448-8714

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