research on in english

Research On or In – Which Is Correct?

If you are conducting research, do you say that you are conducting research “on” a subject or “in” a subject? Prepositions often confuse people, so we’ll be answering that question here today.

Both “research on” and “research in” are correct in the right contexts. You can conduct research “in” a field of study, but you conduct research “on” a particular subject. This means both “on” and “in” are grammatically correct as long as you use them appropriately.

Don’t you just love the vague aspects of English? The truth is, “research” can be followed up by many prepositions. They can all be correct, as long as you use them in the right context. As far as “on” or “in” are concerned, the correct preposition depends on the scope of the research.

Let’s look at some examples:

• Diane conducts research in astronomy.
• Diane conducts research on black holes.

The distinction here is the difference between a field of study and a subject that is being studied. You can conduct research “in” a field of study, but you cannot conduct research “in” a subject. For example, consider this sentence:

• Diane conducts research in black holes.

Obviously, that doesn’t sound right at all. That would imply that Diane physically conducts research within black holes. That’s why she can conduct research “on” black holes”, not “in them”. However, when it comes to field of study, you can say “on” or “in”.

That’s because some things are a field of study, but also a standalone subject. For example, “astronomy” is a field of science that includes many things, such as planetary orbits, stars, and black holes. But you can also study the subject of astronomy as a whole, instead of something that falls under its umbrella.

The main point is to remember the following: you can conduct research “in” a field of study, but not “in” a subject. You can conduct research “on” a subject, or a field of study if it is a subject itself.

Research On

You can conduct research “on” a subject. This is appropriate because “on” specifies that you are “doing” research directly to the subject in question. This is why “research on” is the most common way of saying this. Most anything can be a subject, so it’s often appropriate to say “research on” a subject.

• Conducting research on heart failure has been very interesting for me.
• I don’t know why anyone would want to perform research on illnesses.
• Conducting research on various aspects of chemistry is my life’s work.
• Hey, how’s your research on the connection between smoking and lung cancer going?

In all of these examples, research is being done directly to a particular subject. That’s why you would say “research on” in these scenarios.

Research In

You can conduct research “in” a field of knowledge, but not “in” a subject. This can be a little confusing because fields of knowledge are also subjects. Not all subjects are fields of study, but all fields of study are subjects. Knowing the difference mostly comes down to how it sounds to say.

Consider these examples:

• Tana is conducting research in the field of sociology.
• For my project, I will be conducting research in the area of chemistry.
• Conducting research in mathematics sounds very tedious.
• I don’t have any interest regarding research in astrology.

In these examples, the thing being researched is a field of study. Thus, you can say that you are doing research “in” those fields.

Research About

You can do “research about” things. This phrase is more about what your research is seeking to accomplish, rather than what field or subject you are conducting research on. Consider the following examples:

• My research about the behavior of animals in captivity is going well.
• Conducting research about the link between humans and pets will be exciting.
• Research about how people behave without applied moral standards would be difficult.
• I want you to do research about how black holes really work.

In these sentences, “research about” is used to describe what specifically someone is researching. That said, most people would accept using it to say that you are researching “on” or “in” a field of study or a subject as well.

Research Into

“Research into” can be used mostly synonymously with all of the other options. You can conduct research “into” a field of study or “into” a subject. That means it can be used in all the same situations as those phrases. For example:

• Vlad is conducting research into the effects of drawing blood.
• Many scientists are conducting research into how dolphins communicate.
• I am conducting research into human nature.
• Research into the potential power of a Yellowstone volcano eruption is frightening.

You can conduct research in, on, into, or about a field of study. However you can only conduct research on, about, or into a subject. Basically, the only thing you need to remember is that you shouldn’t say “research in” a subject.

Martin holds a Master’s degree in Finance and International Business. He has six years of experience in professional communication with clients, executives, and colleagues. Furthermore, he has teaching experience from Aarhus University. Martin has been featured as an expert in communication and teaching on Forbes and Shopify. Read more about Martin here .

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English dominates scientific research – here’s how we can fix it, and why it matters

Científica del Instituto de Lengua, Literatura y Antropología (ILLA), del Centro de Ciencias Humanas y Sociales (CCHS) del Consejo Superior de Investigaciones Científicas (CSIC), Centro de Ciencias Humanas y Sociales (CCHS - CSIC)

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It is often remarked that Spanish should be more widely spoken or understood in the scientific community given its number of speakers around the world, a figure the Instituto Cervantes places at almost 600 million .

However, millions of speakers do not necessarily grant a language strength in academia. This has to be cultivated on a scientific, political and cultural level, with sustained efforts from many institutions and specialists.

The scientific community should communicate in as many languages as possible

By some estimates, as much as 98% of the world’s scientific research is published in English , while only around 18% of the world’s population speaks it. This makes it essential to publish in other languages if we are to bring scientific research to society at large.

The value of multilingualism in science has been highlighted by numerous high profile organisations, with public declarations and statements on the matter from the European Charter for Researchers , the Helsinki Initiative on Multiligualism , the Unesco Recommendation on Open Science , the OPERAS Multiligualism White Paper , the Latin American Forum on Research Assessment , the COARA Agreement on Reforming Research Assessment , and the Declaration of the 5th Meeting of Minsters and Scientific Authorities of Ibero-American Countries . These organisations all agree on one thing: all languages have value in scientific communication .

As the last of these declarations points out, locally, regionally and nationally relevant research is constantly being published in languages other than English. This research has an economic, social and cultural impact on its surrounding environment, as when scientific knowledge is disseminated it filters through to non-academic professionals, thus creating a broader culture of knowledge sharing.

Greater diversity also enables fluid dialogue among academics who share the same language, or who speak and understand multiple languages. In Ibero-America, for example, Spanish and Portuguese can often be mutually understood by non-native speakers, allowing them to share the scientific stage. The same happens in Spain with the majority of its co-official languages .

Read more: Non-native English speaking scientists work much harder just to keep up, global research reveals

No hierarchies, no categories

Too often, scientific research in any language other than English is automatically seen as second tier, with little consideration for the quality of the work itself.

This harmful prejudice ignores the work of those involved, especially in the humanities and social sciences. It also profoundly undermines the global academic community’s ability to share knowledge with society.

By defending and preserving multilingualism, the scientific community brings research closer to those who need it. Failing to pursue this aim means that academia cannot develop or expand its audience. We have to work carefully, systematically and consistently in every language available to us.

Read more: Prestigious journals make it hard for scientists who don't speak English to get published. And we all lose out

The logistics of strengthening linguistic diversity in science

Making a language stronger in academia is a complex process. It does not happen spontaneously, and requires careful coordination and planning. Efforts have to come from public and private institutions, the media, and other cultural outlets, as well as from politicians, science diplomacy , and researchers themselves.

Many of these elements have to work in harmony, as demonstrated by the Spanish National Research Council’s work in ES CIENCIA , a project which seeks to unite scientific and and political efforts.

Academic publishing and AI models: a new challenge

The global academic environment is changing as a result the digital transition and new models of open access. Research into publishers of scientific content in other languages will be essential to understanding this shift. One thing is clear though: making scientific content produced in a particular language visible and searchable online is crucial to ensuring its strength.

In the case of academic books, the transition to open access has barely begun , especially in the commercial publishing sector, which releases around 80% of scientific books in Spain. As with online publishing, a clear understanding will make it possible to design policies and models that account for the different ways of disseminating scientific research, including those that communicate locally and in other languages. Greater linguistic diversity in book publishing can also allow us to properly recognise the work done by publishers in sharing research among non-English speakers.

Read more: Removing author fees can help open access journals make research available to everyone

Making publications, datasets, and other non-linguistic research results easy to find is another vital element, which requires both scientific and technical support. The same applies to expanding the corpus of scientific literature in Spanish and other languages, especially since this feeds into generative artificial intelligence models.

If linguistically diverse scientific content is not incorporated into AI systems, they will spread information that is incomplete, biased or misleading: a recent Spanish government report on the state of Spanish and co-official languages points out that 90% of the text currently fed into AI is written in English.

Deep study of terminology is essential

Research into terminology is of the utmost importance in preventing the use of improvised, imprecise language or unintelligible jargon. It can also bring huge benefits for the quality of both human and machine translations, specialised language teaching, and the indexing and organisation of large volumes of documents.

Terminology work in Spanish is being carried out today thanks to the processing of large language corpuses by AI and researchers in the TeresIA project, a joint effort coordinated by the Spanish National Research Council. However, 15 years of ups and downs were needed to to get such a project off the ground in Spanish.

The Basque Country, Catalonia and Galicia, on the other hand, have worked intensively and systematically on their respective languages. They have not only tackled terminology as a public language policy issue, but have also been committed to established terminology projects for a long time.

Multiligualism is a global issue

This need for broader diversity also applies to Ibero-America as a whole, where efforts are being coordinated to promote Spanish and Portuguese in academia, notably by the Ibero-American General Secretariat and the Mexican National Council of Humanities, Sciences and Technologies .

While this is sorely needed, we cannot promote the region’s two most widely spoken languages and also ignore its diversity of indigenous and co-official languages. These are also involved in the production of knowledge, and are a vehicle for the transfer of scientific information, as demonstrated by efforts in Spain.

Each country has its own unique role to play in promoting greater linguistic diversity in scientific communication. If this can be achieved, the strength of Iberian languages – and all languages, for that matter – in academia will not be at the mercy of well intentioned but sporadic efforts. It will, instead, be the result of the scientific community’s commitment to a culture of knowledge sharing.

This article was originally published in Spanish

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Publishing in English or another language: An inclusive study of scholar’s language publication preferences in the natural, social and interdisciplinary sciences

• Published: 03 January 2019
• Volume 118 , pages 645–652, ( 2019 )

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• Daniel Stockemer 1 &
• Michael J. Wigginton   ORCID: orcid.org/0000-0003-0257-8378 1  

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To what extent has English become the dominant language of scientific communication? What factors push non-native speakers to publish their research in English rather than their native language? Using a survey of more than 800 authors of scientific papers in Springer Nature journals we find that the average non-anglophone researcher makes approximately 60% of their journal submissions in English. This percentage varies across disciplines, regions, and age groups, with younger scholars, Europeans, and those in the natural sciences favouring English more heavily. Finally, we find that the belief that publishing in English will increase the reputation of one’s work is a primary motivator; in contrast, perceived institutional pressures to publish in English do not seem to influence researchers’ language choice.

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In fact, there is only one study by López-Navarro et al. ( 2015 ) that looks at the language choice of researchers using a large-scale survey. Yet, their results are limited to Spanish post-doctoral researchers, and do not provide a global overview.

Indeed, according to Google Scholar ( 2018 ), the top 100 English-language journals have h5 indexes between 116 and 362, compared to only 22–45 for Chinese, 14–38 for Spanish, and 5–14 for Japanese.

We would have also liked to include gender in our analysis, but the anonymized version of the dataset Springer provided us with does not have this information.

Respondents were asked to (dis)agree with “Publishing articles in International English-language journals would confer a greater reputation on my research.” This variable serves as a proxy for many aspects of English’s role in aiding career-advancement and reaching wider audiences.

Specifically, respondents were asked “For your most recently published piece of research, did you experience any pressure from your funder to publish… in an international, English-language journal?” While respondents’ perceptions of institutional pressure may not accurately reflect the realties of their institution, we include this measure as perceptions often shape actions.

There is an additional push factor to publish in English; that is national research foundations such as the Swiss- or the Polish Research Councils encourage more and more the usage of English for grant submissions. In addition, many grants are awarded internationally. For example, the European Union is probably the largest grant awarding agency in the world and requires authors to submit in English. In addition, private foundations like the Rockefeller Foundation, or the Thyssen Foundation advertise their calls for research funding internationally and only allow submissions in English.

This finding reflects Rocher and Stockemer’s ( 2017 ) survey of French-speaking political scientists in Canada, which highlights that those who study International Relations publish a much higher percentage of their work in English than those who study Canadian and Québec politics.

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Stockemer, D., Wigginton, M.J. Publishing in English or another language: An inclusive study of scholar’s language publication preferences in the natural, social and interdisciplinary sciences. Scientometrics 118 , 645–652 (2019). https://doi.org/10.1007/s11192-018-2987-0

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DOI : https://doi.org/10.1007/s11192-018-2987-0

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Definition of research noun from the Oxford Advanced Learner's Dictionary

• scientific/medical/academic research
• They are raising money for cancer research.
• to do/conduct/undertake research
• I've done some research to find out the cheapest way of travelling there.
• research into something He has carried out extensive research into renewable energy sources.
• research on something/somebody Recent research on deaf children has produced some interesting findings about their speech.
• Research on animals has led to some important medical advances.
• according to research According to recent research, more people are going to the movies than ever before.
• Their latest research project will be funded by the government.
• Are you hoping to get a research grant ?
• a research fellow/assistant/scientist
• a research institute/centre/laboratory
• The research findings were published in the Journal of Environmental Quality.
• formulate/​advance a theory/​hypothesis
• build/​construct/​create/​develop a simple/​theoretical/​mathematical model
• develop/​establish/​provide/​use a theoretical/​conceptual framework
• advance/​argue/​develop the thesis that…
• explore an idea/​a concept/​a hypothesis
• make a prediction/​an inference
• base a prediction/​your calculations on something
• investigate/​evaluate/​accept/​challenge/​reject a theory/​hypothesis/​model
• design an experiment/​a questionnaire/​a study/​a test
• do research/​an experiment/​an analysis
• make observations/​measurements/​calculations
• carry out/​conduct/​perform an experiment/​a test/​a longitudinal study/​observations/​clinical trials
• run an experiment/​a simulation/​clinical trials
• repeat an experiment/​a test/​an analysis
• replicate a study/​the results/​the findings
• observe/​study/​examine/​investigate/​assess a pattern/​a process/​a behaviour
• fund/​support the research/​project/​study
• seek/​provide/​get/​secure funding for research
• collect/​gather/​extract data/​information
• yield data/​evidence/​similar findings/​the same results
• analyse/​examine the data/​soil samples/​a specimen
• consider/​compare/​interpret the results/​findings
• fit the data/​model
• confirm/​support/​verify a prediction/​a hypothesis/​the results/​the findings
• prove a conjecture/​hypothesis/​theorem
• draw/​make/​reach the same conclusions
• read/​review the records/​literature
• describe/​report an experiment/​a study
• present/​publish/​summarize the results/​findings
• present/​publish/​read/​review/​cite a paper in a scientific journal
• a debate about the ethics of embryonic stem cell research
• For his PhD he conducted field research in Indonesia.
• Further research is needed.
• Future research will hopefully give us a better understanding of how garlic works in the human body.
• Dr Babcock has conducted extensive research in the area of agricultural production.
• the funding of basic research in biology, chemistry and genetics
• Activists called for a ban on animal research.
• Work is under way to carry out more research on the gene.
• She returned to Jamaica to pursue her research on the African diaspora.
• Bad punctuation can slow down people's reading speeds, according to new research carried out at Bradford University.
• He focused his research on the economics of the interwar era.
• Most research in the field has concentrated on the effects on children.
• One paper based on research conducted at Oxford suggested that the drug may cause brain damage.
• Research demonstrates that women are more likely than men to provide social support to others.
• She's doing research on Czech music between the wars.
• The research does not support these conclusions.
• They are carrying out research into the natural flow patterns of water.
• They lack the resources to do their own research.
• What has their research shown?
• Funding for medical research has been cut quite dramatically.
• a startling piece of historical research
• pioneering research into skin disease
• They were the first to undertake pioneering research into the human genome.
• There is a significant amount of research into the effects of stress on junior doctors.
• He's done a lot of research into the background of this story.
• research which identifies the causes of depression
• spending on military research and development
• the research done in the 1950s that linked smoking with cancer
• The children are taking part in a research project to investigate technology-enabled learning.
• The Lancet published a research paper by the scientist at the centre of the controversy.
• Who is directing the group's research effort?
• She is chief of the clinical research program at McLean Hospital.
• James is a 24-year-old research student from Iowa.
• You will need to describe your research methods.
• Before a job interview, do your research and find out as much as you can about the company.
• Most academic research is carried out in universities.
• This is a piece of research that should be taken very seriously.
• This is an important area of research.
• There's a large body of research linking hypertension directly to impaired brain function.
• In the course of my researches, I came across some of my grandfather's old letters.
• demonstrate something
• find something
• identify something
• programme/​program
• research in
• research into
• research on
• an area of research
• focus your research on something
• somebody’s own research

Questions about grammar and vocabulary?

Find the answers with Practical English Usage online, your indispensable guide to problems in English.

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• Cancer Research UK
• the Medical Research Council
• the National Research Council
• operations research
• Medical Research Council

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Definition of research

 (Entry 1 of 2)

Definition of research  (Entry 2 of 2)

transitive verb

intransitive verb

• disquisition
• examination
• exploration
• inquisition
• investigation
• delve (into)
• inquire (into)
• investigate
• look (into)

Examples of research in a Sentence

These examples are programmatically compiled from various online sources to illustrate current usage of the word 'research.' Any opinions expressed in the examples do not represent those of Merriam-Webster or its editors. Send us feedback about these examples.

Word History

Middle French recerche , from recercher to go about seeking, from Old French recerchier , from re- + cerchier, sercher to search — more at search

1577, in the meaning defined at sense 3

1588, in the meaning defined at transitive sense 1

Phrases Containing research

• marketing research
• market research
• operations research
• oppo research

research and development

• research park
• translational research

Dictionary Entries Near research

Cite this entry.

“Research.” Merriam-Webster.com Dictionary , Merriam-Webster, https://www.merriam-webster.com/dictionary/research. Accessed 15 Aug. 2024.

Kids Definition

Kids definition of research.

Kids Definition of research  (Entry 2 of 2)

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Britannica English: Translation of research for Arabic Speakers

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Oxford Research in English is now online

Oxford Research in English  is an online journal run by a team of graduates at the Faculty of English. They are delighted to announce that the latest issue of  Oxford Research in English is now online! Read on to find out more, or download the latest issue here .

A message from the Oxford Research in English team:

The latest edition of Oxford Research in English  features stellar work by our friends in the community who presented at last year's English Graduate Conference, on the theme of Boundaries and Transgressions. These presentation papers were subsequently expanded as full-length research articles or features. 

From a comparative perspective on spatiality in Julian of Norwich's writing and the medieval Shrine Madonna to the anger as gender-contingent in the Íslendingasögur, it is a very exciting issue full of fresh research perspectives and robust approaches.

Click here to read:  https://oxfordresearchenglish.wordpress.com/current-issue/  

Issue 10 is a bit of a milestone for a publication that began in 2014 with humble beginnings, and the team would like to express our heartfelt appreciation to all our peer reviewers (past and present) who have generously volunteered their time and expertise. Many thanks as well to everyone who has cheered us on.

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Undergraduate Research: What is Research in English?

The word “research” may conjure images of laboratories and experiments, but in fact, scholarly research work takes many different forms. While humanities research may not involve beakers or lab coats, the core principles of research work remains the same across disciplines. Research work starts with a specific question or a particular problem that one wants to answer or solve. Then, researchers look at existing scholarly work, propose new ways of looking at the issue and posit original responses to the question. The exact methods that researchers use vary based on discipline, and in English, there are a number of ways that researchers develop and respond to their main questions.

In English, researchers ask diverse questions. For instance, they posit queries about a text or group of texts; they investigate modes of persuasion; they consider how people interact with the world (textually, digitally, performatively, etc.); they question how information is organized. Here are some sample research questions drawn from Ohio State English faculty’s work:

• If African Americans know their achievements inspire their white counterparts to attack, what does that reveal about their insistence upon pursuing achievement anyway? Do African-descended people cultivate particular practices in order to aim for a success that they know will make them targets? (resulting in Dr. Koritha Mitchell ’s From Slave Cabins to the White House: Homemade Citizenship in African American Culture . For more information on Professor Mitchell’s book and research process, please see this site ).
• How do humans use rhetoric to navigate uncertainty in medical and scientific contexts? (resulting in Dr. Christa Teston ’s Bodies in Flux: Scientific Methods for Negotiating Medical Uncertainty ).
• Why were the people who mediated at-a-distance dialogues in the nineteenth century (from telephone operators to seance mediums) so often women? Why especially at a time when women had few opportunities for public work? What if we regarded this role of mediation as a single vocation, no matter how wildly dissimilar its expressions? What can viewing mediation in this way tell us about nineteenth-century ideas of communication, privacy and intimate selfhood? (resulting in Dr. Jill Galvan ’s The Sympathetic Medium: Feminine Channeling, the Occult, and Communication Technologies, 1859–1919 ).
• What new forms of storytelling and audience participation emerge when a media form is new (before it has been standardized/industrialized)? What is ultimately exiled with standardization? How does it reappear, either in that media or in a new media form, in the future? (resulting in Dr. Jared Gardner ’s publications, including Projections: Comics and the History of Twenty-First-Century Storytelling ).

Researchers in English use varied methodologies as they develop original arguments in response to their research questions.

Researchers always start by reviewing the existing scholarship that has been done on a given topic, surveying how others have responded to their question or similar questions. This work often helps shape and refine a research question and gives researchers a foundation on which to craft their own original response. Reviewing existing scholarship helps researchers find points to build upon, gaps in the field (and unanswered questions) and/or alternative interpretations.

Indeed, some research in English studies aims to add to the existing body of work on a given topic primarily by responding to existing scholarship. Often, this type of research involves introducing new historical or theoretical contexts that shape new interpretations. For instance, one might consider how early twentieth-century social customs influenced Virginia Woolf’s writing or how theories about the Anthropocene and the environment help us understand Moby Dick .

Researchers in English also employ other methods to add to the scholarly conversation about their topic. Some scholars explore archives, finding new material and additional contexts. Some use qualitative data, like interviews with subjects, to shape their research, while others use quantitative data, like numerically-coded rankings and assessments. Some create and use digital tools in response to research questions. Often, researchers use several methodologies to answer their research question.

If you’re interested in creating your own research question and responding to it, we strongly encourage you to pursue a thesis project or an independent study .

There are many resources at the university that support undergraduate research:

• The annual Denman Undergraduate Research Forum is an excellent space to present your research.
• The College of Arts and Sciences offers funding opportunities for undergraduate research projects.
• The College of Arts and Sciences Honors Program also offers funding opportunities .
• The Department of English offers Undergraduate Research, Conference, and Thesis Grants .

Faculty at Illinois State University

What makes good research in English Studies?

Looking back on the research project, I feel like it is the first genuine research that I have ever done. I learned a lot of patience this semester through my research. I believe I slightly changed my topic nearly every day for a couple weeks, but this was due to the fact that I was discovering new things nearly every day. My opinion on my own research topic has shifted drastically, and I hope I can effect the same change in others through my presentation of my work. I have realized that research is not just having a topic and finding out information about it, it’s a much more beautiful and ugly process. It is ugly because sometimes you are just plain wrong about something. Sometimes a project needs to change direction entirely. Yet it is beautiful because if you start it with an open mind, hoping not to support your point, but to portray the truth, you have the potential to learn things you never would learn from a lecture or in a classroom. (Student in Eng. 100, “Introduction to English Studies,” fall 2012)

A good research topic and question

What is research.

To research is to make knowledge. As a researcher, you will: gather knowledge produced by others in the past, produce new knowledge for yourself, and present your new knowledge to your readers. Often novice researchers leave out the second step, which I consider the most important. You as the researcher should be contributing something new to the conversation on your topic: an insight, a connection, a question, a complexity that has not been offered before.

In my experience as a reader and producer of research, the best  research arises from a strongly felt need by the researcher either to answer a question or to solve a problem. Reflect on what you know and want to learn about English Studies. When you come across an interesting question or a significant problem, make a note of it. That question or problem might make a good basis for one of your research projects. See Chapter 1, “Research and Writing” in the  MLA Handbook for Writers of Research Papers for more suggestions and guidelines for successful research in English Studies. Also see below under “A good research process” for suggestions on how to choose, develop, and refine a topic and question for research.

What characterizes research in English Studies?

Since you are conducting research in English Studies, make sure your topic and angle of research emphasizes English Studies. One way of determining this is to ask whether your topic falls within one or more of the three core elements of English Studies as defined by Illinois State University’s Department of English: rhetoric and composition, linguistics, and literature. Another way to think about what defines English Studies is to recognize that it involves the exploration of what Robert Scholes (1998) and others have called  textuality . Textuality concerns how texts are written and read and all the implications of reading and writing for individuals and groups. It is okay for your research to include  elements  of history, biography, politics, sociology, psychology, pedagogy, biology, and other academic disciplines as long as the central emphasis of your research is some aspect of English Studies, or  textuality .

A good research process

To choose, develop, and refine your topic and question(s) for research, start by answering these questions: What do you care about in English Studies? What do you know about/in English Studies? What do you want or need to know about/in English Studies?

Choose the topic about which you feel most passionate. In case that topic doesn’t work out, hold in reserve at least a couple of back-up topics. Do a substantial amount of exploratory writing to figure out what you know and think about the topic you’ve selected. Share your explorations with others (peers, professors) to develop and refine your topic. Start reading articles from journals and chapters from books on the topic to educate yourself.

Good sources

• High-Quality (published, peer-reviewed, or otherwise authoritatively screened and evaluated as the best)
• Varied (books, scholarly journals, web sites, people)
• Fresh/recent (published within the past three years); some of your sources can be older as appropriate to your topic
• Sufficient number (for a substantial research paper, you should probably have at least five different sources)

Works Cited

Scholes, Robert.   The Rise and Fall of English .  New Haven, CT: Yale UP, 1998.

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Research in the Department of English takes many different forms, and it leads to many different kinds of outcome. We read widely, travel to archives, interview people, search databases, digitize texts, try out ideas in class, and by a hundred different paths find and create knowledge that we share with our colleagues, students, and the wider world through articles, essays, books, critical editions, social media, talks, digital projects, and virtually any means at our disposal.

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Research Methods for English Studies

• Gabriele Griffin
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• Language: English
• Publisher: Edinburgh University Press
• Copyright year: 2013
• Audience: College/higher education;
• Main content: 264
• Keywords: Literary Studies
• Published: September 13, 2013
• ISBN: 9780748683444

129 List Of Research Topics In English Language Teaching [updated]

English Language Teaching (ELT) is a field dedicated to teaching English to non-native speakers. It’s important because English is a global language used for communication, business, and education worldwide. Research in ELT helps improve teaching methods, making it easier for students to learn English effectively. This blog will explore a list of research topics in English language teaching.

What Are The Areas Of Research In English Language Teaching?

Table of Contents

Research in English Language Teaching (ELT) encompasses a wide range of areas, including:

• Language Learning: Understanding how people learn English well, like when they learn a new language and if there’s a best time to do it.
• Teaching Ways: Looking into different ways teachers teach, like using conversations, tasks, or mixing language with other subjects.
• Curriculum Design and Syllabus Development: Designing and evaluating language curricula and syllabi to meet the needs of diverse learners and contexts.
• Assessment and Evaluation: Developing and validating assessment tools, exploring alternative assessment methods, and investigating the effectiveness of feedback and error correction strategies.
• Technology in ELT: Exploring the integration of technology in language teaching and learning, including computer-assisted language learning (CALL), mobile-assisted language learning (MALL), and online learning platforms.
• Teacher Education and Professional Development: Investigating pre-service and in-service teacher education programs, reflective practices, and challenges in teacher training.
• Cultural and Sociolinguistic Aspects: Examining the role of culture in language teaching and learning, sociolinguistic competence, and addressing cultural diversity in the classroom.
• Learner Diversity and Inclusive Practices: Researching teaching strategies for diverse learners, including young learners, learners with learning disabilities, and learners from diverse linguistic and cultural backgrounds.
• Policy and Planning in ELT: Analyzing language policies at national and international levels, exploring the implementation of ELT programs, and examining the role of ELT in national development.
• Research Methodologies in ELT: Investigating qualitative, quantitative, and mixed-methods research approaches in ELT research, including action research conducted by teachers in their own classrooms.
• Future Trends and Innovations: Exploring emerging trends and innovations in ELT, such as the impact of globalization, the use of artificial intelligence (AI) in language learning, and innovative teaching strategies.

129 List Of Research Topics In English Language Teaching: Category Wise

Language acquisition and development.

• Second Language Acquisition Theories: Explore different theories explaining how learners acquire a second language.
• Critical Period Hypothesis: Investigate the idea of an optimal age range for language acquisition.
• Multilingualism and Language Development: Study how knowing multiple languages affects language development.
• Cognitive and Affective Factors in Language Learning: Examine the role of cognitive abilities and emotions in language learning.
• Language Learning Strategies: Investigate the strategies learners use to acquire and develop language skills.
• Input Hypothesis: Explore the role of comprehensible input in language acquisition.
• Interaction Hypothesis: Examine the importance of interaction in language learning.
• Fossilization in Second Language Learning: Study why some learners reach a plateau in their language development.

Teaching Methodologies and Approaches

• Communicative Language Teaching (CLT): Analyze the effectiveness of CLT in promoting communication skills.
• Task-Based Language Teaching (TBLT): Explore the use of real-world tasks to teach language.
• Content and Language Integrated Learning (CLIL): Investigate teaching subject content through English.
• Blended Learning in ELT: Study the integration of traditional and online teaching methods.
• Audio-Lingual Method: Assess the effectiveness of drills and repetition in language teaching.
• Grammar-Translation Method: Compare traditional grammar-focused methods with communicative approaches.
• Lexical Approach: Explore teaching vocabulary as a key component of language proficiency.
• Suggestopedia: Investigate the use of relaxation techniques to enhance language learning.

Curriculum Design and Syllabus Development

• Needs Analysis in ELT: Identify the language needs of learners and design appropriate curricula.
• Integrating Language Skills in Curriculum: Examine strategies for integrating reading, writing, listening, and speaking skills.
• Syllabus Types: Compare different types of syllabi, such as structural and task-based.
• Task-Based Syllabus Design: Design syllabi based on real-world tasks to promote language acquisition.
• Content-Based Instruction (CBI): Integrate language learning with academic content in syllabus design.
• Needs Analysis in Specific Contexts: Conduct needs analyses for learners in specific professional or academic contexts.
• Cross-Cultural Communication in Curriculum Design: Incorporate intercultural communication skills into language curricula.

Assessment and Evaluation

• Standardized Testing in ELT: Evaluate the reliability and validity of standardized English language tests.
• Alternative Assessment Approaches: Explore non-traditional assessment methods like portfolios and self-assessment.
• Feedback Strategies in Language Learning: Investigate effective feedback techniques for improving language proficiency.
• Washback Effect of Testing: Study how assessment practices influence teaching and learning.
• Authentic Assessment in ELT: Develop assessment tasks that mirror real-life language use situations.
• Portfolio Assessment: Investigate the use of portfolios to track language learning progress over time.
• Computer Adaptive Testing (CAT): Evaluate the feasibility and effectiveness of adaptive testing methods in ELT.

Technology in ELT

• Computer-Assisted Language Learning (CALL): Assess the impact of computer-based language learning programs.
• Mobile-Assisted Language Learning (MALL): Study the effectiveness of mobile devices in language learning.
• Online Learning Platforms for ELT: Analyze the features and usability of online platforms for language education.
• Virtual Reality (VR) in Language Learning: Explore immersive VR environments for language practice and instruction.
• Artificial Intelligence (AI) Tutoring Systems: Assess the effectiveness of AI-based tutors in providing personalized language instruction.
• Social Media in Language Learning: Study the role of social media platforms in informal language learning contexts.
• Gamification in ELT: Investigate the use of game elements to enhance engagement and motivation in language learning.

Teacher Education and Professional Development

• Pre-service Teacher Education Programs: Evaluate the effectiveness of teacher training programs.
• Reflective Practice in Teaching: Investigate how teachers reflect on their practice to improve teaching.
• Challenges in Teacher Education: Identify challenges faced by educators in training and development.
• Teacher Beliefs and Practices: Examine how teachers’ beliefs about language learning influence their instructional practices.
• Peer Observation in Teacher Development: Explore the benefits of peer observation and feedback for teacher professional growth.
• Mentoring Programs for New Teachers: Evaluate the effectiveness of mentoring programs in supporting novice teachers.
• Continuing Professional Development (CPD) Models: Compare different models of CPD for language teachers and their impact on teaching quality.

Cultural and Sociolinguistic Aspects

• Language and Culture Interrelationship: Explore the relationship between language and culture in ELT.
• Sociolinguistic Competence and Pragmatics: Study how social context influences language use and understanding.
• Gender and Identity in Language Learning: Investigate how gender identity affects language learning experiences.
• Intercultural Competence in Language Teaching: Develop strategies for promoting intercultural communicative competence in language learners.
• Language Policy and Minority Language Education: Analyze the impact of language policies on the education of minority language speakers.
• Gender and Language Learning Strategies: Investigate gender differences in language learning strategies and their implications for instruction.
• Code-Switching in Multilingual Classrooms: Study the role of code-switching in language learning and classroom interaction.

Learner Diversity and Inclusive Practices

• Teaching English to Young Learners (TEYL): Examine effective teaching strategies for children learning English.
• Addressing Learning Disabilities in ELT: Investigate methods for supporting learners with disabilities in language learning.
• ELT for Specific Purposes (ESP): Explore specialized English language instruction for specific fields.
• Differentiated Instruction in Language Teaching: Develop strategies for addressing diverse learner needs in the language classroom.
• Inclusive Pedagogies for Learners with Special Educational Needs: Design instructional approaches that accommodate learners with disabilities in language learning.
• Language Learning Strategies of Autistic Learners: Investigate effective language learning strategies for individuals on the autism spectrum.
• Language Identity and Learner Motivation: Explore the relationship between language identity and motivation in language learning.

Policy and Planning in ELT

• National and International Language Policies: Analyze policies governing English language education at different levels.
• ELT Program Implementation Challenges: Identify challenges in implementing ELT programs in diverse contexts.
• Role of ELT in National Development: Examine the contribution of English language education to national development goals.
• English as a Medium of Instruction (EMI) Policies: Analyze the impact of EMI policies on educational equity and access.
• Language Teacher Recruitment and Deployment Policies: Evaluate policies related to the recruitment and deployment of language teachers in diverse contexts.
• Language Assessment Policy Reform: Propose reforms to language assessment policies to promote fairness and validity.
• Biliteracy Development Policies: Study policies aimed at promoting biliteracy development among bilingual learners.

Research Methodologies in ELT

• Qualitative Research Methods in ELT: Explore qualitative approaches like interviews and case studies in ELT research.
• Quantitative Research Methods in ELT: Investigate quantitative methods such as surveys and experiments in language education research.
• Mixed-Methods Approaches in ELT Research: Combine qualitative and quantitative methods to gain a comprehensive understanding of research questions.
• Ethnographic Approaches to ELT Research: Conduct ethnographic studies to explore language learning and teaching in naturalistic settings.
• Case Study Research in Language Education: Investigate specific language learning contexts or programs through in-depth case studies.
• Corpus Linguistics in ELT Research: Analyze language use patterns and learner language production using corpus linguistic methods.
• Longitudinal Studies of Language Learning: Follow language learners over an extended period to examine developmental trajectories and factors influencing language acquisition.

Future Trends and Innovations

• Emerging Technologies in ELT: Study the integration of technologies like AI and VR in language teaching.
• Innovations in Teaching Strategies: Explore new approaches to teaching language, such as flipped classrooms and gamification.
• Future Directions in ELT Research: Investigate potential areas for future research in English language teaching.
• Wearable Technology in Language Learning: Explore the potential of wearable devices for delivering personalized language instruction.
• Data Analytics for Adaptive Learning: Develop data-driven approaches to adaptive learning in language education.
• Augmented Reality (AR) Applications in ELT: Design AR-enhanced language learning experiences for immersive language practice.
• Global Citizenship Education and Language Learning: Investigate the role of language education in fostering global citizenship skills.
• Eco-Linguistics and Language Education: Explore the intersection of language education and environmental sustainability.
• Metacognition and Language Learning: Explore how learners’ awareness of their own learning processes affects language acquisition.
• Peer Interaction in Language Learning: Investigate the role of peer collaboration and discussion in promoting language development.
• Heritage Language Education: Study strategies for maintaining and revitalizing heritage languages among immigrant and minority communities.
• Language Learning Motivation in Adolescents: Examine factors influencing motivation and engagement in adolescent language learners.
• Phonological Awareness in Language Learning: Investigate the role of phonological awareness in literacy development for language learners.
• Pragmatic Development in Language Learners: Explore how learners acquire pragmatic competence and understanding of language use in context.
• Digital Literacies and Language Learning: Examine how digital literacy skills contribute to language proficiency and communication in the digital age.
• Critical Language Awareness: Investigate approaches to developing learners’ critical awareness of language use and power dynamics.
• Language Teacher Identity: Study how language teachers’ identities shape their beliefs, practices, and interactions in the classroom.
• Collaborative Learning in Language Education: Explore the benefits and challenges of collaborative learning environments for language learners.
• Motivational Strategies in Language Teaching: Develop and evaluate motivational techniques to enhance student engagement and persistence in language learning.
• Heritage Language Maintenance: Investigate factors influencing the maintenance and transmission of heritage languages across generations.
• Phonics Instruction in Language Learning: Examine the effectiveness of phonics-based approaches for teaching reading and pronunciation.
• Language Policy Implementation: Analyze the challenges and successes of implementing language policies at the institutional, regional, and national levels.
• Language Teacher Cognition: Explore language teachers’ beliefs, knowledge, and decision-making processes in the classroom.
• Intercultural Communicative Competence: Develop strategies for fostering learners’ ability to communicate effectively across cultures.
• Critical Pedagogy in Language Education: Explore approaches to teaching language that promote critical thinking, social justice, and equity.
• Language Learning Strategies for Autodidacts: Investigate effective self-directed learning strategies for language learners outside formal educational settings.
• Content and Language Integrated Learning (CLIL) in Higher Education: Examine the implementation and outcomes of CLIL programs in tertiary education.
• Sociocultural Theory and Language Learning: Explore how social and cultural factors influence language acquisition and development.
• Language Socialization: Investigate how individuals learn language within social and cultural contexts, including family, peer groups, and communities.
• Speech Perception and Language Learning: Examine the relationship between speech perception abilities and language proficiency in second language learners.
• Genre-Based Approaches to Language Teaching: Explore the use of genre analysis and genre-based pedagogy to teach language skills in context.
• Learner Autonomy in Language Learning: Investigate strategies for promoting learner autonomy and independence in language education.
• Multimodal Literacy in Language Learning: Examine the integration of multiple modes of communication, such as text, image, and sound, in language instruction.
• Community-Based Language Learning: Study language learning initiatives that engage learners with their local communities and resources.
• English as a Lingua Franca (ELF) Communication: Explore the use of English as a global means of communication among speakers from diverse linguistic backgrounds.

Research in English Language Teaching covers a wide range of topics, from language acquisition theories to the impact of technology on learning. By exploring these topics (from a list of research topics in english language teaching), we can improve how English is taught and learned, making it more effective and accessible for everyone.

Continuous research and collaboration among educators, researchers, and policymakers are essential for the ongoing development of ELT.

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• Cambridge Dictionary +Plus

Meaning of research in English

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• He has dedicated his life to scientific research.
• He emphasized that all the people taking part in the research were volunteers .
• The state of Michigan has endowed three institutes to do research for industry .
• I'd like to see the research that these recommendations are founded on.
• It took months of painstaking research to write the book .
• absorptive capacity
• dream something up
• ergonomically
• modularization
• nanotechnology
• testing ground
• the mother of something idiom
• think outside the box idiom
• think something up
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Research in English News

Single Photon Could Simultaneously Affect Distant Qubits - Potential for Quantum Communication?

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Wed mar 06 2024.

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'New Era' in Insulin Possible if Research Successful

Miriam E. Tucker

August 15, 2024

A multi-institutional partnership has funded six new research projects aimed at developing novel insulin analogs that more closely mimic the action of a healthy pancreas. 

The Type 1 Diabetes Grand Challenge comprises Diabetes UK, JDRF (now called "Breakthrough T1D" in the United States), and the Steve Morgan Foundation. It will provide a total of £50 million (about $64 million in US dollars) for type 1 diabetes research, including £15 million (~$19 million) for six separate projects on novel insulins to be conducted at universities in the United States, Australia, and China. Four will aim to develop glucose-responsive "smart" insulins, another one ultrafast-acting insulin, and the sixth a product combining insulin and glucagon. 

"Even with the currently available modern insulins, people living with type 1 diabetes put lots of effort into managing their diabetes every day to find a good balance between acceptable glycemic control on the one hand and avoiding hypoglycemia on the other. The funded six new research projects address major shortcomings in insulin therapy," Tim Heise, MD, vice-chair of the project's Novel Insulins Scientific Advisory Panel, said in a statement from the Steve Morgan Foundation. 

All six projects are currently in the preclinical stage, Heise told Medscape Medical News , noting that "the idea behind the funding program is to help the most promising research initiatives to reach the clinical stage."

Glucose-responsive, or so-called "smart" insulins, are considered the holy grail because they would become active only to prevent hyperglycemia and remain dormant otherwise, thereby not causing hypoglycemia as current insulin analogs can. The idea isn't new. In 2010, there was excitement in the type 1 diabetes community when the pharmaceutical company Merck acquired a smaller company called SmartCells that had been working on a "smart insulin" for several years. But nothing came of that. 

"The challenges then and today are pretty similar. In particular, it is quite difficult to find a glucose-sensing moiety that is safe, reacts sufficiently to relatively small changes in the human body in both falling and increasing glucose, and can be produced in large quantities," Heise, lead scientist and co-founder of the diabetes contract research organization Profil, based in Neuss, Germany, told Medscape Medical News .

Several papers since have reported proof-of-concept in rodents, but there are no published data thus far in humans. However, in recent years the major insulin manufacturers Novo Nordisk , and Eli Lilly have acquired smaller companies with the aim of smart insulin development. 

It will still take some time, Heise said. "The challenges are well understood, although difficult to overcome. There has been quite some progress in the development of glucose-sensing moieties including, but not limited to, nanotechnological approaches."

Applications for the newly funded projects "were thoroughly reviewed by a large panel of scientists with different areas of expertise. At the end, there was agreement in the review panel that these projects deserved further investigation, although considering their early stage, there still is a substantial risk of failure for all these projects," he told Medscape. 

The development path might be a bit more straightforward for the other two projects. Ultra–fast-acting insulin is needed because the action of the current ones, Novo Nordisk's Fiasp and Eli Lilly and Company's Lyumjev, is still delayed, potentially leading to postmeal hyperglycemia if administered after or immediately prior to eating. "A truly rapid short-acting insulin might make it finally possible to progress from hybrid to fully closed loop systems, allowing a technological 'cure' for people with diabetes," Heise said in the statement. 

And a protein combining insulin with glucagon could help minimize the risk for hypoglycemia, which still exists for current insulin analogs and remains "one of the major concerns associated with insulin therapy today," he noted. 

Heise told Medscape Medical News that compared with "smart" insulin, development of the other two products "might be a bit faster if they succeed. But none of these approaches will make it to market in the next 5 years, and if one entered clinic within the next 2 years, that would be a huge success." Nonetheless, "these research projects, if successful, might do no less than heralding a new era in insulin therapy."

Heise is an employee of Profil, which has worked with a large number of the major diabetes industry manufacturers. 

Miriam E. Tucker is a freelance journalist based in the Washington, DC, area. She is a regular contributor to Medscape, with other work appearing in the Washington Post, NPR's Shots blog, and Diatribe. She is on X (formerly Twitter) @MiriamETucker.

Send comments and news tips to [email protected] .

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Volume 30, Number 9—September 2024

Research letter, sars-cov-2 dynamics in the english premier league testing program.

Main Article

Figure . Infection dynamics in the English Premier League testing program for SARS-CoV-2, 2020–2022. A) Weekly PCR test positivity. Dots indicate infections; error bars indicate 95% CIs. Colored lines show inferred mean prevalence in the UK ONS Community Infection Survey. Gray shading shows period where the testing protocol was based on a rapid antigen test, with subsequent confirmatory PCR; hence, PCR positivity is not comparable because sampling was nonrandom. B) Distribution of individual Ct values over time since first positive test. Dashed circles indicate estimated reinfections: orange represents Alpha wave, in which 1 person was reinfected, as determined from 3 samples; purple represents Delta wave, in which samples indicate that 3 persons were reinfected. Ct, cycle threshold; ONS, Office for National Statistics.

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New study reveals pharmaceuticals are polluting England's National Parks

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Posted on 14 August 2024

England's National Parks, renowned for their natural beauty and diverse wildlife, are facing a hidden threat: pharmaceutical pollution.

New research from the University of York and the Rivers Trust has revealed widespread contamination of rivers in the parks, with antidepressants, anticonvulsants, antimicrobials, anti-inflammatory substances, lipid regulators and diabetes treatments being detected. 

The study found pharmaceuticals in river water at 52 out of 54 locations monitored across all ten national parks in England. Some pharmaceuticals were found at levels of concern for the health of freshwater organisms and for humans who come into contact with the water, highlighting the need for tighter regulation and greater monitoring of some of England’s most cherished landscapes.

Alarming results

Although researchers found that levels of pharmaceutical pollution were generally lower in national parks than in rivers in UK cities, it did identify alarming exceptions. Some rivers in the Peak District and on Exmoor were found to have concentrations of pharmaceuticals higher than seen in major cities such as London. For the latter location, sampling occurred during a period of very low river flow, thereby markedly reducing dilution of the pharmaceuticals and highlighting the challenge that the predicted future increase in the frequency of droughts will bring. 

The study found that in the Peak District, Exmoor, Lake District, South Downs and the New Forest some pharmaceuticals were at levels that were potentially harmful to fish, invertebrates, and algae.

Alerting swimmers

Concentrations of antibiotics at locations in the Peak District and on Exmoor were higher than levels thought to select for antimicrobial resistance in bacteria. This is concerning for the health of humans enjoying the aquatic spaces for wild swimming, canoeing and other water sports. 

Professor Alistair Boxall, from the University of York’s Department of Environment and Geography explained that most work on pharmaceutical pollution in the UK has focused on urban rivers. This study is unique as it explores areas where we might expect low levels of pollution and we have shown that this is not the case.

Delicate ecologies

He said: “Given the unique ecological value of these protected areas, our research highlights that the presence of these pharmaceuticals is concerning. Our National Parks are true hotspots for biodiversity and essential for our physical health and mental well-being - so we need to act swiftly to protect these irreplaceable environments and ensure the health of wildlife and visitors alike.”

The study calls for a multi-pronged approach to address the problem. Professor Boxall is asking the government, local authorities and the water industry to work together to improve monitoring in national parks, for further investment in treatment technologies to protect rivers in the National Parks, and a further exploration of the potential impact of pharmaceuticals on the health of park ecosystems. 

Tackling vulnerabilities

He added: “There are several reasons why these rivers are more polluted than you might expect, including lower dilution, lower connectivity to sewage treatment systems, older and less high tech treatment of sewage, and seasonal population surges due to tourism. It is the fact that they come together in often remote and fragile places that make our national parks particularly vulnerable to this type of pollution. It is vital authorities come together to urgently tackle this issue.”

According to the study, pharmaceutical substances are most often released to the natural environment after a person has used the medicine (through their urine), but could end up there due to improper disposal of unused medicines or the use of medicines in animals. 

Unique challenges

National Parks often have ‘low flow’ receiving water bodies. This means there's less water to dilute the pollutants coming from wastewater treatment plants. As a result, the concentration of pharmaceuticals can be higher compared to rivers with a larger volume of water.

Wastewater treatment plants in national parks often have older or less sophisticated treatment technologies which are far less effective at removing pharmaceuticals from wastewater. Due to constraints on infrastructure, these places are also more likely to have septic tanks and other more basic water storage and treatment facilities. 

Health impacts

Importantly, national parks also see huge seasonal fluctuations in population numbers, for example high volumes of tourists during peak seasons. This puts a strain on wastewater treatment infrastructure, potentially leading to increased levels of pharmaceutical discharge.

The potential impacts on human health should not be understated. The study finds that the occurrence of some antimicrobials are above safe levels for selection of resistance in bacteria and this could be a contributor to the global antimicrobial resistance crisis.

Nature-based solutions

Dr Rob Collins, Director of Policy and Science at the Rivers Trust, highlights that there are several approaches that need to be taken to address the issue ‘Whilst we need to see greater investment into traditional wastewater treatment, more natural treatment technologies such as wetlands can also play an important role, particularly in these more rural environments where there is the room to implement such nature based solutions. It is also important that the maintenance and management of septic tanks is improved, and that new Government rules on this are enforced.”

He added that “we, the public, can also play our part; few people are aware of medicine take back schemes whereby any unopened, unused and out-of-date medicines, can be taken to the local pharmacy, rather than flushed down the toilet and into the sewer system”.

Managing threats

Dr John Wilkinson, Lecturer in Environmental Science in the Department of Environment and Geography at the University of York, explained the way people interact with wild spaces means national parks and their communities are particularly vulnerable. He said: “Because there is a closer connectivity of people to the environment through recreational activities in national parks, such as wild swimming, there could be a far greater threat to human health there too. 

“It is so important that we gather more monitoring data, to allow us to more accurately measure APIs - this is the only way we can continue to gain the best possible ecological, social, mental and physical health benefits from our wonderful national parks. It is only by understanding the danger of pharmaceutical pollution that we can appropriately manage its threats.”

Nationwide data

The research focused on ten national parks, covering almost ten per cent of the land area in England. With a human population of around 320,000 permanent residents, these places provide a focus for recreation and tourism for around 90 million visitors each year. Samples were collected in duplicate from each sampling location in the winter and summer of 2022.

Pharmaceutical contamination was found to be widespread across the ten National Parks. The greatest number of APIs (29) were detected in the Peak District with the fewest APIs (seven) being detected in the Yorkshire Dales. The antihistamines cetirizine and fexofenadine, and the type two diabetes treatment, metformin, were detected in all National Parks. 

Ugly truths

The most frequently detected APIs were caffeine (a stimulant which is also found in coffee, tea and energy drinks), carbamazepine (an anticonvulsant), metformin, fexofenadine and cetirizine which were detected at more than 60% of the sampling locations.

Dr Rose O’Neill, Chief Executive, Campaign for National Parks, said: "National Parks should be full of pristine waterways brimming with wildlife but the ugly truth is every single river and lake is polluted. 

Broken systems

“It's a perversity of the broken water system that the situation within National Parks is worse than elsewhere. Despite being internationally recognised as protected areas for nature, many sewage works within National Parks operate to much weaker standards than those in towns and cities. The blight of water pollution should be addressed everywhere - and the clean-up needs to start in National Parks. 

“The government must ensure the highest standards are met and ensure companies and regulators are held accountable to bring National Park waterways, loved and enjoyed by millions, back to full health.”

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Pharmaceutical Pollution of the English National Parks has been published in the journal Environmental Toxicology and Chemistry: https://doi.org/10.1002/etc.5973    

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Eighty percent of organizations have increased their investment in generative AI since 2023, and 20% have maintained their investment level, according to Harnessing the value of generative AI: 2 nd edition – the latest report from Capgemini Research Institute. The report also found that 24% of organizations have integrated generative AI into some or most of their locations or functions. This represents an increase  compared to only 6% reported just 12 months ago. Harnessing the value of generative AI: 2 nd edition draws on insights from a global survey of 1,100 executives at organizations with more than $1 billion in revenue across 14 countries and 11 industries and sectors.

The report reveals that generative AI is increasingly integrated into organizations, causing changes in operational paradigms. Over the past year, adoption of generative AI has grown across all sectors, and most organizations embrace generative AI among their employees, with only 3% enforcing a complete ban on publicly available generative AI tools in the workplace.

Those organizations that have already adopted generative AI are experiencing benefits, including improved operational efficiency, enhanced customer experience, and increased sales.   On average, organizations have seen a 6.7% improvement in customer engagement and satisfaction in the areas in which generative AI has been piloted or deployed. As a result, businesses are adjusting their strategic approaches and exploring innovative ways to harness generative AI’s capabilities.

The report also looks at AI agents and the potential they have to transform automation and productivity across sectors. AI agents, once supportive tools, now operate autonomously and can perform tasks independently. The majority of organizations (82%) plan to integrate them within 1-3 years, trusting them for tasks like email generation, coding, and data analysis. Organizations planning to implement AI agents should establish safeguards to ensure transparency and accountability for AI-driven decisions.

​Download Harnessing the value of generative AI: 2 nd edition to learn more about how organizations are adopting generative to innovate and grow. 

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International Consultant on Gender Data and Research

Advertised on behalf of, type of contract :.

Individual Contract

Starting Date :

Application deadline :.

22-Aug-24 (Midnight New York, USA)

Post Level :

International Consultant

Duration of Initial Contract :

Time left :, languages required :.

English   French  

Expected Duration of Assignment :

UNDP is committed to achieving workforce diversity in terms of gender, nationality and culture. Individuals from minority groups, indigenous groups and persons with disabilities are equally encouraged to apply. All applications will be treated with the strictest confidence. UNDP does not tolerate sexual exploitation and abuse, any kind of harassment, including sexual harassment, and discrimination. All selected candidates will, therefore, undergo rigorous reference and background checks.

UN Women, grounded in the vision of equality enshrined in the Charter of the United Nations, works for the elimination of discrimination against women and girls; the empowerment of women; and the achievement of equality between women and men as partners and beneficiaries of development, human rights, humanitarian action and peace and security. The UN Women Regional Office for West and Central Africa (WCARO), located in Dakar, Senegal, provides support and oversight to 10 country offices in Senegal, Mali, Niger, Cote d’Ivoire, Democratic Republic of Congo, Cameroon, Central Africa, Nigeria, Liberia, and Sierra Leone,  provides technical assistance to Tchad, Mauritania, Burkina Faso, Gabon, and Ghana and ad hoc support on gender issues in the other countries of the region (a total of 24), as a non-resident agency.  

Since 2022, UN Women WCARO has been implementing a regional component of the Flagship Programme Initiative Making Every Woman and Girl Count: Supporting the monitoring and implementation of the SDGs through better production and use of gender statistics (Women Count), developed by UN Women Headquarters (HQ). The Women Count programme aims to affect a radical shift in the production, availability, accessibility and use of quality data and statistics on key aspects of gender equality and women’s empowerment. UN Women country offices of Senegal, Cameroon, DRC, Nigeria and Niger are currently participating TO this program.

In 2023, the Global Women Count Program has produced “Progress on the Sustainable Development Goals: The gender snapshot 2023 [1] ”. It is the latest edition in the annual series produced by UN Women and UNDESA. The report presents the latest evidence on gender equality across all 17 Goals, including prevailing trends and gaps on the road to 2030. Recent setbacks, particularly among women and girls living in fragile or conflict-affected countries, and growing vulnerability brought on by human-induced climate change, are worsening the outlook of making gender equality a reality by 2030.

As one of the key activities of the Regional Women Count project, UN Women WCARO aims to produce ‘’Progress on the Sustainable Development Goals in West and Central Africa: The Gender Snapshot’’. This document will present the same latest evidence on all the 54 SDG specific gender equality indicators across all 17 Goals, calling out the long road ahead to achieve gender equality in the context of this region. It will emphasize the interlinkages among the goals, the pivotal force gender equality plays in driving progress across the SDGs, and women and girls’ central role in leading the way forward in the local context. Moreover, the production of this report goes beyond data collection alone. It should be situated as a document to encourage relevant stakeholders in the region such as National Statistical Offices, Women’s Machineries, and policy makers, to utilize gender data for their decision-making to advance their progress to achieve SDGs.

By the production and dissemination of this report, UN Women regional office aims to foster a culture of data-driven decision-making that empowers policymakers and advocates to design more targeted and impactful interventions, ultimately contributing to the advancement of gender equality and women's empowerment at country and regional levels.

Objective of the Assignment:

Under the direct supervision of the Regional Gender Statistics Specialist  at UN Women WCARO and  with the support of the Global Women Count team at UN Women HQ, an international consultant will be in charge of producing the “Progress on the Sustainable Development Goals for the 24 countries of the West and Central Africa region: The Gender Snapshot” for the purpose of assessing the progress made so far to achieve SDGs and remaining gaps from the gender perspective in the region.

[1] progress-on-the-sustainable-development-goals-the-gender-snapshot-2023-en.pdf (unwomen.org)

Duties and Responsibilities

Within the assignment, the International Consultant will be responsible for the implementation of the following tasks:

Assess the progress made to achieve SDGs in the region so far and identify the remaining gaps from the gender perspective by:

• Assess the availability of the data on gender related SDG indicators.
• Conduct desktop research on the achievement status for gender-related SDGs indicators in the West and Central Africa states (24 countries)
• Collect the national available data on the gender-related SDGs indicators using the most recent country data for the 24 countries.
• Produce a regional aggregate for each gender related SDG indicators.

Develop the  “Progress on the Sustainable Development Goals in the West and Central Africa region: The Gender Snapshot” by :

• Compiling the research results made through desktop research, data analysis, data aggregation and interviews in a report format
• Make the required changes and amendments based on WCARO and Women Count global team review of the draft report.
• Providing support for visualization of data, final edit, and lay-out of the printable version of the report in collaboration with the WCARO Communication Team.

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Core Values

• Respect for Diversity;
• Professionalism.

Core Competencies

• Demonstrate and integrity and fairness by modeling UN values and ethical standards.
• Strong knowledge of international standards and recommendations on gender-related SDGs data collection and analysis.
• Strong written skills
• Strong interpersonal skills
• Competencies in coordination, planning and teamwork.
• A commitment to quality product and deadlines

Please visit this link for more information on UN Women’s Core Values and Competencies:  http://www.unwomen.org/-/media/headquarters/attachments/sections/about%20us/employment/un-women-employment-values-and-competencies-definitions-en.pdf

Functional Competencies

• Excellent strategic planning, goal-setting and prioritization skills;
• Ability to conceptualize and convey strategic vision;
• Proven analytical and problem-solving skills;
• Strong data analysis and visualization skills including advanced skills in the use IT tools
• Strong writing and communication skills

Required Skills and Experience

• Advanced (Master’s) degree or equivalent in Statistics, Demography, Econometrics, gender studies, social science or another related field.

Experience:

• Minimum 10 years of experience in designing and executing gender data research projects, preferably related to SDGs.
• Demonstrated leadership in (co)leading at least 2 regional-level gender data research initiatives and documenting them for potential replication.
• Proven track record of producing high-quality research publications, preferably in the area of gender data.
• Previous working experience with UN agencies is an asset.
• Knowledge of West and Central Africa region and it statistical challenges is a strong asset.
• Fluency in English and French is required

Application

All applications must include (as an attachment) the completed UN Women Personal History form (P-11) which can be downloaded from:  https://www.unwomen.org/sites/default/files/Headquarters/Attachments/Sections/About%20Us/Employment/UN-Women-P11-Personal-History-Form.doc . Kindly note that the system will only allow one attachment. Applications without the completed UN Women P-11 form will be treated as incomplete and will not be considered for further assessment.

In July 2010, the United Nations General Assembly created UN Women, the United Nations Entity for Gender Equality and the Empowerment of Women. The creation of UN Women came about as part of the UN reform agenda, bringing together resources and mandates for greater impact. It merges and builds on the important work of four previously distinct parts of the UN system (DAW, OSAGI, INSTRAW and UNIFEM), which focused exclusively on gender equality and women's empowerment.

Diversity and inclusion

At UN Women, we are committed to creating a diverse and inclusive environment of mutual respect. UN Women recruits, employs, trains, compensates, and promotes regardless of race, religion, color, sex, gender identity, sexual orientation, age, ability, national origin, or any other basis covered by appropriate law. All employment is decided on the basis of qualifications, competence, integrity and organizational need.

If you need any reasonable accommodation to support your participation in the recruitment and selection process, please include this information in your application.

UN Women has a zero-tolerance policy on conduct that is incompatible with the aims and objectives of the United Nations and UN Women, including sexual exploitation and abuse, sexual harassment, abuse of authority and discrimination. All selected candidates will be expected to adhere to UN Women’s policies and procedures and the standards of conduct expected of UN Women personnel and will therefore undergo rigorous reference and background checks. (Background checks will include the verification of academic credential(s) and employment history. Selected candidates may be required to provide additional information to conduct a background check.