International Journal of English for Academic Purposes: Research and Practice: Volume 2022, Issue Autumn最新文献

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An investigation of teachers’ EAP writing and international publishing skills in China’s higher vocational schools 高职院校教师EAP写作与国际出版能力调查

International Journal of English for Academic Purposes: Research and Practice: Volume 2022, Issue Autumn Pub Date : 2022-09-01 DOI: 10.3828/ijeap.2021.12

Tingting Liu

{"title":"An investigation of teachers’ EAP writing and international publishing skills in China’s higher vocational schools","authors":"Tingting Liu","doi":"10.3828/ijeap.2021.12","DOIUrl":"https://doi.org/10.3828/ijeap.2021.12","url":null,"abstract":"\u0000The growth of English as the dominant language for the dissemination of academic knowledge has influenced scholars in every corner of the world, especially those coming from non-English countries. When faced with the increasing pressure to publish their research in English, Chinese higher vocational school teachers experience huge constraints in their current contexts and suffer great difficulties. This article examines three Chinese higher vocational schoolteachers’ perceptions, motivations, and the challenges encountered in conducting English academic writing and international publishing. It aims to explore the targeted teachers’ agency in surmounting difficulties when acquiring English academic literacy in order to meet the discipline-specific expectations of high-profile international journals and further analyse their creative use of resources to help them fulfil this demanding task. The findings indicate both intrinsic and extrinsic motivation in the targeted teachers’ EAP writing and international publishing endeavours. Their practices in presenting research on a global stage could provide suggestions to future researchers exploring scholars’ English academic writing for international publication purpose.\u0000This article was published open access under a CC BY licence: https://creativecommons.org/licences/by/4.0.","PeriodicalId":270230,"journal":{"name":"International Journal of English for Academic Purposes: Research and Practice: Volume 2022, Issue Autumn","volume":"446 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133503389","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

EAP learners’ attitudes towards grammar instruction EAP学习者对语法教学的态度

International Journal of English for Academic Purposes: Research and Practice: Volume 2022, Issue Autumn Pub Date : 2022-09-01 DOI: 10.3828/ijeap.2021.13

N. Fedorova

引用次数: 0

Calibrating motivational reading instruction strategies 动机性阅读教学策略的校正

International Journal of English for Academic Purposes: Research and Practice: Volume 2022, Issue Autumn Pub Date : 2022-09-01 DOI: 10.3828/ijeap.2022.8

Travis Shula

{"title":"Calibrating motivational reading instruction strategies","authors":"Travis Shula","doi":"10.3828/ijeap.2022.8","DOIUrl":"https://doi.org/10.3828/ijeap.2022.8","url":null,"abstract":"\u0000This study explored the role of motivational reading instruction for the encouragement of engaged reading practices among second language (L2) learners in China. Field research was carried out with a cohort of pre-college-aged L2 learners studying in an advanced EAP reading course at a language centre in Shanghai. Field study instruments and procedures consisted of semi-structured interviews, surveys, questionnaires, and classroom observations. The gathered data set was coded and interpreted with reference to related empirical research as well as with three previous case studies. The results indicated that motivational reading instruction strategies which offer a calibrated application of extrinsic and intrinsic incentives delivered via direct and indirect instructional methods can positively encourage engaged reading practices among L2 learners. Ideally, the academic implications of this study provide insight and innovation into the field of EAP motivational reading instruction for the enhanced literacy and academic success of L2 learners both within and beyond the classroom.\u0000This article was published open access under a CC BY licence: https://creativecommons.org/licences/by/4.0.","PeriodicalId":270230,"journal":{"name":"International Journal of English for Academic Purposes: Research and Practice: Volume 2022, Issue Autumn","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123760303","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0