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

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

Retraction notice to “Guided and unguided GenAI tasks for learning academic spoken collocations” [Journal of English for Academic Purposes 80 (2026) 101638] 关于“用于学习学术口语搭配的引导和非引导GenAI任务”的撤回通知[Journal for academic Purposes 80 (2026) 101638]

IF 3.7 1区文学

Journal of English for Academic Purposes Pub Date : 2026-07-01 Epub Date: 2026-06-29 DOI: 10.1016/j.jeap.2026.101735

Valentina Morgana, Francesca Poli

引用次数: 0

Digital educational escape rooms: Gamifying English Linguistics at University level: A case study to enhance EAP skills 数字教育密室：大学水平的英语语言学游戏化：提高EAP技能的案例研究

IF 3.7 1区文学

Journal of English for Academic Purposes Pub Date : 2026-07-01 Epub Date: 2026-06-26 DOI: 10.1016/j.jeap.2026.101727

Salvatore M. Ciancitto

{"title":"Digital educational escape rooms: Gamifying English Linguistics at University level: A case study to enhance EAP skills","authors":"Salvatore M. Ciancitto","doi":"10.1016/j.jeap.2026.101727","DOIUrl":"10.1016/j.jeap.2026.101727","url":null,"abstract":"<div><div>English for Academic Purposes (EAP) aims to develop the language skills necessary for academic achievement, frequently incorporating instruction in both academic and discipline-specific vocabulary. Additionally, EAP facilitates the acquisition of academic competencies such as writing, with particular emphasis on morphosyntactic structures.</div><div>In the context of English Language Teaching (ELT), gamification has been employed to enhance learner motivation and promote communicative learning. Informed by Self-Determination Theory (Deci & Ryan, 1985), gamification aims to foster intrinsic motivation by addressing learners’ needs for competence, autonomy, and relatedness. Empirical studies suggest that gamified activities can increase engagement and improve educational outcomes and may also facilitate vocabulary acquisition when implemented with appropriate digital tools and methodologies (Rabea & Abdalgane, 2022; Chen et al., 2019; He et al., 2023).</div><div>Digital Educational Escape Rooms (DEERs) constitute a form of gamified learning facilitated by specialised software and, in certain instances, immersive technologies. Nevertheless, such technologies can introduce financial and technical challenges. The present study investigates a DEER delivered exclusively via Google Forms, a cost-effective platform that supports the integration of text, images, audio, and video.</div><div>Employing an action research design, this study explored the relationship between participation in an escape-room activity and students’ performance on morphosyntactic assessments. Final morphosyntax test results were compared between participants and non-participants using both descriptive and statistical analyses.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"82 ","pages":"Article 101727"},"PeriodicalIF":3.7,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148499809","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

Move patterns, metadiscourse use, and move-metadiscourse connection in ChatGPT-generated and human-written research article abstracts 在chatgpt生成的和人类撰写的研究文章摘要中移动模式、元话语使用和移动-元话语连接

IF 3.7 1区文学

Journal of English for Academic Purposes Pub Date : 2026-07-01 Epub Date: 2026-06-29 DOI: 10.1016/j.jeap.2026.101731

Liming Deng, Longsheng Li, Xiaoping Gao

{"title":"Move patterns, metadiscourse use, and move-metadiscourse connection in ChatGPT-generated and human-written research article abstracts","authors":"Liming Deng, Longsheng Li, Xiaoping Gao","doi":"10.1016/j.jeap.2026.101731","DOIUrl":"10.1016/j.jeap.2026.101731","url":null,"abstract":"<div><div>This study examines similarities and differences between ChatGPT-generated and human-written research article (RA) abstracts in terms of their rhetorical move patterns, metadiscourse use, and the distribution of metadiscourse across moves. Drawing on two self-compiled corpora of applied linguistics RA abstracts, the study adopts a dual-dimensional analytical framework that integrates rhetorical move analysis with metadiscourse. The results show that the two corpora exhibit broadly comparable move patterns, but ChatGPT-generated abstracts display a substantially lower frequency of Move 1. As for metadiscourse use, human-written abstracts show higher frequencies of frame markers, endophoric markers, and hedges, whereas ChatGPT-generated abstracts more frequently use code glosses, attitude markers, and self-mentions. Further analysis of the move-metadiscourse connection indicates that human writers distribute metadiscourse resources relatively evenly across moves. By contrast, metadiscourse markers in ChatGPT-generated abstracts tend to cluster in Moves 4 and 5. Based on these patterns, the study proposes a descriptive model of the move-metadiscourse connection. The findings contribute to ongoing discussions of rhetorical patterns in AI-generated academic discourse and offer pedagogical implications for EAP writing instruction.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"82 ","pages":"Article 101731"},"PeriodicalIF":3.7,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148499682","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

Recontextualisation of SFL Appraisal analysis in the teaching of doctoral conclusion writing: The role of Attitude and Graduation in positively evaluating research contribution 博士结束语教学中SFL评价分析的再语境化：态度和毕业在积极评价研究贡献中的作用

IF 3.7 1区文学

Journal of English for Academic Purposes Pub Date : 2026-07-01 Epub Date: 2026-06-28 DOI: 10.1016/j.jeap.2026.101705

Karin Whiteside, Nadya Yakovchuk

{"title":"Recontextualisation of SFL Appraisal analysis in the teaching of doctoral conclusion writing: The role of Attitude and Graduation in positively evaluating research contribution","authors":"Karin Whiteside, Nadya Yakovchuk","doi":"10.1016/j.jeap.2026.101705","DOIUrl":"10.1016/j.jeap.2026.101705","url":null,"abstract":"<div><div>This study investigates how doctoral writers across disciplines linguistically realise positive evaluation of their research contributions in thesis conclusions. Drawing on the Appraisal system within Systemic Functional Linguistics (Martin & White, 2005), we analyse instances of <em>Move 2, Evaluating the study, Step 1, Indicating significance</em> (Yang & Allison, 2003; Loi et al., 2016) in a corpus of Politics and International Relations, Psychology, and Computer Science theses from two UK universities. We identify patterns in the use of resources for inscribed <em>Attitude</em> and <em>Attitude</em> evoked via the <em>Force</em> and <em>Focus</em> categories of <em>Graduation</em>, and compare our findings with the representation of evaluative language for this purpose in published pedagogic resources, concluding that both the rhetorical purpose and its linguistic realisation are currently to a large extent neglected. We discuss both implications for doctoral writing practitioners, including detailing a possible pedagogic intervention informed by our data, and implications with regard to the 'Applied Linguistics' vs. 'Applied-ness' debate.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"82 ","pages":"Article 101705"},"PeriodicalIF":3.7,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148499683","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

SFL genre-based writing research in the university EAP classroom: A systematic review from 1995 to 2024 基于体裁的大学英语专业课程写作研究：1995 - 2024年的系统回顾

IF 3.7 1区文学

Journal of English for Academic Purposes Pub Date : 2026-07-01 Epub Date: 2026-06-17 DOI: 10.1016/j.jeap.2026.101707

Cassi Liardet, Anne-Coleman Webre, Akiko Nagao, Harni Kartika-Ningsih, Winfred Wenhui Xuan

{"title":"SFL genre-based writing research in the university EAP classroom: A systematic review from 1995 to 2024","authors":"Cassi Liardet, Anne-Coleman Webre, Akiko Nagao, Harni Kartika-Ningsih, Winfred Wenhui Xuan","doi":"10.1016/j.jeap.2026.101707","DOIUrl":"10.1016/j.jeap.2026.101707","url":null,"abstract":"<div><div>The Systemic Functional Linguistics (SFL) genre-based approach (GBA), or the ‘Sydney school genre pedagogy’ (Green & Lee, 1994), is a theoretically grounded, justice-oriented approach to literacy that aims to make disciplinary ways of knowing, being and doing more explicit and visible to students (Martin & Rose, 2008). This paper presents an in-depth synthesis of research investigating SFL GBA in undergraduate and postgraduate EAP writing published in the 30-year period from 1995 to 2024, with a focus on how this pedagogy has been utilised and recontextualised in different EAP writing contexts to support learners to meet their diverse contextual needs. In total, 70 studies situated in tertiary education across 20 countries met the inclusion criteria and were analysed for their methodological design, disciplinary context and genre focus. This in-depth review identifies specific reasons researchers have studied GBA in EAP contexts, as well as key takeaways and areas for further investigation. The review offers readers insight into the diverse needs, challenges and adaptations addressed and explored in this body of research and aims to inspire and inform other researcher-practitioners working in higher education to integrate the SFL GBA into their EAP writing curriculum and to investigate the impact of such an approach on their students' developing writing proficiency.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"82 ","pages":"Article 101707"},"PeriodicalIF":3.7,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148499797","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

BALEAP JEAP news BALEAP JEAP新闻

IF 3.7 1区文学

Journal of English for Academic Purposes Pub Date : 2026-07-01 DOI: 10.1016/j.jeap.2026.101730

Helen Hickey (Baleap SIG Officer)

引用次数: 0