Journal of English for Academic Purposes最新文献

Developing GenAI literacy in EAP teacher education: A case study of materials design and professional identity 在EAP教师教育中培养基因素养：教材设计与专业认同的个案研究

IF 3.7 1区文学

Journal of English for Academic Purposes Pub Date : 2026-09-01 Epub Date: 2026-08-25 DOI: 10.1016/j.jeap.2026.101764

Lucas Kohnke, Di Zou

{"title":"Developing GenAI literacy in EAP teacher education: A case study of materials design and professional identity","authors":"Lucas Kohnke, Di Zou","doi":"10.1016/j.jeap.2026.101764","DOIUrl":"10.1016/j.jeap.2026.101764","url":null,"abstract":"<div><div>In this research-into-practice paper, we examined how 14 postgraduate EAP student teachers in Hong Kong engaged with generative artificial intelligence (GenAI) tools to develop teaching materials during a professional practice course. Drawing on reflective journals, other participant-generated materials, and stimulated recall interviews, we traced the participants' developmental trajectory from tentative experimentation to context-sensitive integration. The findings were interpreted through the technological pedagogical content knowledge (TPACK) and substitution augmentation modification redefinition (SAMR) frameworks. Three interconnected themes emerged: developing GenAI confidence and technical competence, renegotiating the EAP teacher's role, and contextualising AI outputs for Chinese EAP classrooms. The findings suggested that EAP teacher education programmes should integrate GenAI training into pedagogical and content knowledge development. They should provide structured opportunities for experimentation, peer collaboration, and reflection, and address contextual adaptation and ethical transparency.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"83 ","pages":"Article 101764"},"PeriodicalIF":3.7,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148854217","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Corrigendum to “Move patterns, metadiscourse use, and move-metadiscourse connection in ChatGPT-generated and human-written research article abstracts” [Journal of English for Academic Purposes 82 (2026) 101731] “chatgpt生成的和人类撰写的研究文章摘要中的移动模式、元话语使用和移动-元话语连接”的更正[Journal of English for Academic Purposes 82 (2026) 101731]

IF 3.7 1区文学

Journal of English for Academic Purposes Pub Date : 2026-09-01 Epub Date: 2026-07-21 DOI: 10.1016/j.jeap.2026.101753

Liming Deng, Longsheng Li, Xiaoping Gao

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EAP pedagogy for students with LDS: Transforming teacher-identified needs into a research-informed professional development program 弱智学生的EAP教学法：将教师确定的需求转化为研究知情的专业发展计划

IF 3.7 1区文学

Journal of English for Academic Purposes Pub Date : 2026-09-01 Epub Date: 2026-08-19 DOI: 10.1016/j.jeap.2026.101760

Susie Russak, Leor Cohen

{"title":"EAP pedagogy for students with LDS: Transforming teacher-identified needs into a research-informed professional development program","authors":"Susie Russak, Leor Cohen","doi":"10.1016/j.jeap.2026.101760","DOIUrl":"10.1016/j.jeap.2026.101760","url":null,"abstract":"<div><div>The increasing participation of students with learning disabilities (LDs) in tertiary education presents distinct challenges for English for Academic Purposes (EAP) programs. While institutional responses frequently emphasize assessment accommodations, less attention has been given to how EAP pedagogy can systematically support academic literacy development for students with LDs. This study examined the professional learning needs of 120 EAP teachers in Israeli tertiary education. Findings revealed a stark training void: while 80% of practitioners reported consistent experience teaching students with LDs, 68.3% had never received formal professional training. Teachers expressed a strong orientation toward practice. Using teacher preference findings, we conceptualized a research-informed EAP-LD pedagogical development progam. The Sims et al. (2021; 2023) model provided methodological framing. Practice and strategies were drawn from universal design for learning (UDL) and best practices for teaching additional languages to students with LDs. The resulting program offers structured, transferable professional development for strengthening inclusive EAP pedagogy for diverse learner populations.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"83 ","pages":"Article 101760"},"PeriodicalIF":3.7,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148952031","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

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The joy of desk-rejecting fake papers 拒绝使用假文件的喜悦

IF 3.7 1区文学

Journal of English for Academic Purposes Pub Date : 2026-09-01 Epub Date: 2026-07-29 DOI: 10.1016/j.jeap.2026.101754

Guangwei Hu

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BALEAP funding streams: Supporting research and scholarship in EAP BALEAP资金流：支持EAP的研究和奖学金

IF 3.7 1区文学

Journal of English for Academic Purposes Pub Date : 2026-09-01 Epub Date: 2026-08-24 DOI: 10.1016/j.jeap.2026.101761

Angelos Bakogiannis

引用次数: 0

L2 English teachers’ conceptualization of academic language – where does it come from and how does it relate to teaching practices? 二语英语教师对学术语言的概念化——它从何而来？它与教学实践有何关系？

IF 3.7 1区文学

Journal of English for Academic Purposes Pub Date : 2026-09-01 Epub Date: 2026-08-31 DOI: 10.1016/j.jeap.2026.101756

Nicole Louise Busby, Kimberly Marie Skjelde

{"title":"L2 English teachers’ conceptualization of academic language – where does it come from and how does it relate to teaching practices?","authors":"Nicole Louise Busby, Kimberly Marie Skjelde","doi":"10.1016/j.jeap.2026.101756","DOIUrl":"10.1016/j.jeap.2026.101756","url":null,"abstract":"<div><div>Explicit instruction in characteristics of academic language can be helpful for students in preparing for reading academic texts in English as a second language (L2) and familiarity with academic language is an explicitly stated goal in the curriculum for English in the study preparatory program in upper secondary schools in Norway. English-language texts constitute a large proportion of the course materials used in Norwegian universities, but research suggests that many students struggle to read academic texts in English. This study explores how academic L2 English is taught to study preparatory students, based on findings from an online survey of 73 upper secondary English teachers across Norway. We focused on teachers’ conceptualizations of <em>academic language</em> and <em>academic vocabulary</em> and how these concepts are reported to be implemented in teaching practices. While 96% of teachers reported confidence in their understanding of <em>academic language</em>, most defined it broadly as “formal language” or focused on salient text features, like lack of contracted forms or personal pronouns, which suggests limited understanding. The teachers acknowledged the challenges academic texts pose for students and their own role in preparing students for university reading, but few reported having received training or further development in teaching academic language. The findings suggest that providing more training for teachers could promote a clearer focus on academic language, helping study preparatory students to build on their academic English skills to better prepare for university reading.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"83 ","pages":"Article 101756"},"PeriodicalIF":3.7,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148952030","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Systemic functional semiotics for English for Academic Purposes: The practice of theory 学术英语的系统功能符号学：理论实践

IF 3.7 1区文学

Journal of English for Academic Purposes Pub Date : 2026-09-01 Epub Date: 2026-07-31 DOI: 10.1016/j.jeap.2026.101742

Namala Tilakaratna (Dr), Laetitia Monbec (Dr)

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Telling academic tales: The role of narrative structure in shaping research impact across disciplines 讲述学术故事：叙事结构在塑造跨学科研究影响中的作用

IF 3.7 1区文学

Journal of English for Academic Purposes Pub Date : 2026-09-01 Epub Date: 2026-08-24 DOI: 10.1016/j.jeap.2026.101763

Zan Li, Kay Fan Andrew Cheung, Lei Lei

{"title":"Telling academic tales: The role of narrative structure in shaping research impact across disciplines","authors":"Zan Li, Kay Fan Andrew Cheung, Lei Lei","doi":"10.1016/j.jeap.2026.101763","DOIUrl":"10.1016/j.jeap.2026.101763","url":null,"abstract":"<div><div>Narrative structure, also known as the shape of stories, refers to the way a story is organized and presented from a semantic progression perspective. In academic writing, high-quality research articles are often metaphorically described as well-told academic stories, as narrative devices can present complex ideas in a clear and engaging manner. However, the role of the narrative structure in academic writing remains underexplored. To address the issue, we examined the narrative structure in research articles and its relationship with citation counts from three dimensions (i.e., speed, volume, and circuitousness) and in different disciplines. The results revealed significant cross-disciplinary differences in the narrative structure of research articles. Specifically, articles in medical and life sciences exhibited the highest levels across all three dimensions, while those in social sciences demonstrated the lowest speed and volume, and articles in applied sciences showed the lowest circuitousness. Furthermore, speed was negatively related to citation counts, whereas both volume and circuitousness were positively related to citation counts, except that volume showed a negative relationship in medical and life sciences. To the best of our knowledge, this study is probably the first cross-disciplinary investigation of the narrative structure in academic writing. Possible explanations for the findings were discussed. Implications for researchers and instructors of academic writing were also provided.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"83 ","pages":"Article 101763"},"PeriodicalIF":3.7,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148854218","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Exploring EFL undergraduate students’ critical AI literacy in academic writing 探究英语本科学生在学术写作中的人工智能素养

IF 3.7 1区文学

Journal of English for Academic Purposes Pub Date : 2026-07-01 Epub Date: 2026-06-25 DOI: 10.1016/j.jeap.2026.101733

Zhenhao Cao, Zhicheng Mao

{"title":"Exploring EFL undergraduate students’ critical AI literacy in academic writing","authors":"Zhenhao Cao, Zhicheng Mao","doi":"10.1016/j.jeap.2026.101733","DOIUrl":"10.1016/j.jeap.2026.101733","url":null,"abstract":"<div><div>The rapid development and deployment of generative artificial intelligence (AI) have significantly impacted the field of English for Academic Purposes, offering valuable opportunities for enhancing L2 academic writing while also raising notable challenges. To harness the benefits of AI, the concept of critical AI literacy has emerged as a vital construct for understanding students' abilities to critically evaluate AI tools, effectively use them for specific tasks, and engage with them ethically. To illuminate this emerging concept and inform pedagogical practices, the present study investigates the enactment of critical AI literacy among Chinese EFL undergraduates in an academic writing context. Data were collected from 16 undergraduate students enrolled in an English academic writing course, using multiple sources such as students' drafts, AI interaction logs, guided reflective journals, and semi-structured interviews. The findings illustrate a nuanced enactment of students' critical AI literacy, characterized by their heightened critical awareness of AI's affordances and limitations, critical strategies in orchestrating the AI-mediated writing process, critical evaluation of AI outputs against academic writing standards, and critical negotiation of ethical boundaries to safeguard authorial integrity. The study underscores the pedagogical imperative to foster students' critical AI literacy in academic writing by integrating interdependent skill dimensions, tailoring instruction to learners' developmental stages, and pairing explicit AI-use guidelines with process-focused activities in L2 writing classrooms.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"82 ","pages":"Article 101733"},"PeriodicalIF":3.7,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148499681","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Enhancing EAP students’ repertoires of evaluative language expressions through an innovative teaching sequence with redesigned course materials 通过创新的教学顺序和重新设计的课程材料，提高EAP学生的评价性语言表达能力

IF 3.7 1区文学

Journal of English for Academic Purposes Pub Date : 2026-07-01 Epub Date: 2026-06-24 DOI: 10.1016/j.jeap.2026.101728

Phung Tien Nguyen, Thu Ngo, Len Unsworth

{"title":"Enhancing EAP students’ repertoires of evaluative language expressions through an innovative teaching sequence with redesigned course materials","authors":"Phung Tien Nguyen, Thu Ngo, Len Unsworth","doi":"10.1016/j.jeap.2026.101728","DOIUrl":"10.1016/j.jeap.2026.101728","url":null,"abstract":"<div><div>Understanding and expressing attitudinal meanings in English with precision and sophistication in everyday and academic contexts is an important aspect of highly proficient English language competence necessary for teaching in English as the Medium of Instruction (EMI). It has been a great challenge for learners of English as an additional language including those enrolled in tertiary TEFL (Teaching English as a Foreign Language) programs. English for Academic Purposes (EAP) courses in TEFL programs are meant to prepare preservice teachers (PSTs) with the required language skills. However, English textbooks used in such courses lack opportunities and resources to teach this language function to PSTs.</div><div>This study investigated how an EAP course in a tertiary TEFL program can be designed and implemented to enhance PSTs' use of evaluative language for text comprehension and persuasive writing. The study involved a six-week intervention, using an innovative teaching sequence and redesigned teaching resources to explicitly teach <span>attitude</span> and <span>graduation</span> resources of the APPRAISAL framework (Martin & White, 2005) to a group of students at a university in Vietnam. After the interventions, the study found a significant improvement in the students' evaluative language expressions, including those whose original assessment result was classified as low achieving. Not only the students’ evaluative language expressions were improved, their metalanguage of APPRAISAL was also developed. They were able to use the metalanguage to justify and evaluate their own deployment of <span>attitude</span> and <span>graduation</span> in different writing tasks. The outcomes of this study have implications for TEFL and EAP teaching of aspects of advanced English proficiency required of English Medium Instruction teachers as well as for, English textbook design and the assessment of English language competencies in EFL.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"82 ","pages":"Article 101728"},"PeriodicalIF":3.7,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148499811","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0