Journal of English for Academic Purposes最新文献

Empowering learners to invest in imagined and EAP identities to claim as legitimate English users: A multiple-case study 授权学习者投资于想象和EAP身份，以声称自己是合法的英语用户：一个多案例研究

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2025-07-11 DOI: 10.1016/j.jeap.2025.101546

Yue Zhang , Binyu Yang

{"title":"Empowering learners to invest in imagined and EAP identities to claim as legitimate English users: A multiple-case study","authors":"Yue Zhang , Binyu Yang","doi":"10.1016/j.jeap.2025.101546","DOIUrl":"10.1016/j.jeap.2025.101546","url":null,"abstract":"<div><div>While identity has garnered increasing attention from English for Academic Purposes (EAP) scholars, relatively little research has investigated how identity can serve as a critical lens for exploring the ways in which EAP learners navigate complex power dynamics and engage with the discursive norms of distinct academic disciplines and professions. Recognizing that EAP learners negotiate multiple, intersecting identities within EAP contexts, this action research adopts the model of second language (L2) investment to examine how university students invest in their EAP identities that are intertwined with their social, cultural, and imagined identities and claim legitimacy as English users within their respective imagined communities. Drawing on triangulated data sources—including teaching materials, techno-reflective narrative interviews, and learner artifacts—this article presents findings from a multiple-case study of two Chinese EAP students in the discipline of politics. The study investigates how these two cases were empowered to envision their roles within their own sociocultural communities, develop proposals, and present posters addressing key global issues, thereby positioning themselves as legitimate contributors to society. The findings illustrate how the participants developed two distinct agendas—primary education in Africa and gender equity in education in China—through which they simultaneously performed imagined government official identities, disciplinary, authorial, and discoursal EAP identities, as well as their social and cultural identities. The article concludes by discussing pedagogical implications for EAP practitioners and outlining directions for future research.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"77 ","pages":"Article 101546"},"PeriodicalIF":3.1,"publicationDate":"2025-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144597298","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

Titles in archaeology research articles: a corpus-based comparison with other disciplines 考古学研究论文标题：基于语料库的与其他学科的比较

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2025-07-07 DOI: 10.1016/j.jeap.2025.101545

David Finbar Brett

{"title":"Titles in archaeology research articles: a corpus-based comparison with other disciplines","authors":"David Finbar Brett","doi":"10.1016/j.jeap.2025.101545","DOIUrl":"10.1016/j.jeap.2025.101545","url":null,"abstract":"<div><div>In comparison to other academic disciplines, the language of archaeology has received little attention from linguists. It is important to address this gap in our knowledge not only for its own sake, but also because archaeology today is a particularly heterogenous field, featuring contributions from disciplines across the soft and hard sciences. It is therefore of great interest to examine how the cooperation of experts from different traditions is reflected in the written discourse of its scholarly publications.</div><div>The characteristics of archaeology research article (RA) titles are analysed using a corpus of 845 samples from twelve journals. The design of the corpus allows its characteristics to be compared with data reported for six other fields in the soft and hard sciences. The archaeology RA titles are analysed and compared with these disciplines in terms of length, mood, syntax and structure. The sample data features a wealth of rhetorical devices and especially wordplay, at frequencies that are statistically significant when compared with other fields.</div><div>The findings suggest that in general Archaeology RA titles are similar to those of the soft sciences. However, RA titles in some archaeology journals with high hard science content show influence from the conventions of these disciplines.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"77 ","pages":"Article 101545"},"PeriodicalIF":3.1,"publicationDate":"2025-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144572626","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

BALEAP News BALEAP新闻

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2025-07-01 DOI: 10.1016/j.jeap.2025.101544

引用次数: 0

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2025-06-28 DOI: 10.1016/j.jeap.2025.101543

Tanzeela Anbreen

引用次数: 0

Computer-mediated collaborative writing and individual scientific writing proficiency 计算机协同写作与个人科学写作能力

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2025-06-25 DOI: 10.1016/j.jeap.2025.101542

Jamie Costley , Ksenia Adamovich , Galina Shulgina , Matthew Baldwin , Mik Fanguy

{"title":"Computer-mediated collaborative writing and individual scientific writing proficiency","authors":"Jamie Costley , Ksenia Adamovich , Galina Shulgina , Matthew Baldwin , Mik Fanguy","doi":"10.1016/j.jeap.2025.101542","DOIUrl":"10.1016/j.jeap.2025.101542","url":null,"abstract":"<div><div>Collaborative writing is a common practice in EFL classrooms and widely considered a beneficial instructional approach. However, there is a lack of research investigating whether collaborative writing affects students' subsequent individual writing proficiency. The present study investigates the effects of online collaborative writing on the individual writing performance of postgraduate students (n = 591) enrolled in a scientific writing course at a large Korean university. Over 10 weeks, students worked in small groups (3–5) to collaboratively complete four sections of an academic manuscript, followed by related individual writing tasks. The results showed a significant positive correlation between the students' collaborative and individual writing performance on a given manuscript section. However, only students' group scores for the Results section demonstrated a positive relationship with students’ individual post-test scores, and no such results for other sections were found. Thus, the organisation of collaborative writing assignments within an academic writing course may prove beneficial for students, facilitating the production of manuscript sections of better quality on an individual basis. The study shows that group writing improves subsequent performance on similar writing tasks; however, the longer-term effects on differing pieces of writing may vary depending on activity type.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"76 ","pages":"Article 101542"},"PeriodicalIF":3.1,"publicationDate":"2025-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144481066","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

Disciplinary variation of metadiscourse: A comparison of human-written and ChatGPT-generated English research article abstracts 元话语的学科变异：人工写作和chatgpt生成的英语研究论文摘要的比较

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2025-06-25 DOI: 10.1016/j.jeap.2025.101540

Man Zhang , Jiawei Zhang

{"title":"Disciplinary variation of metadiscourse: A comparison of human-written and ChatGPT-generated English research article abstracts","authors":"Man Zhang , Jiawei Zhang","doi":"10.1016/j.jeap.2025.101540","DOIUrl":"10.1016/j.jeap.2025.101540","url":null,"abstract":"<div><div>In order to identify more fundamental and subtler similarities and differences between human-written and ChatGPT-generated academic texts, and enhance the development and application of LLMs and understanding of human language, we use a self-built corpus and incorporate a bottom-up approach and statistical methods to compare metadiscourse variation across eight disciplines in human-written and ChatGPT-generated English research article abstracts. Results show that disciplinary variation of metadiscourse in human-written and ChatGPT-generated abstracts agrees in general but not in detail. Generally, in both types of abstracts, all disciplines use metadiscourse to fulfill three broad and eight specific discourse functions: Referring to text participants (Referring to writer, Referring to text), Describing text actions (Introducing, Arguing, Finding, Presenting), Describing text circumstances (Phoric marking, Code glossing), among which Referring to text participants and Introducing are prominent. Besides, disciplines in both types of abstracts exhibit the hard-soft discipline division in both frequencies and discourse functions, with metadiscourse markers and major discourse functions more prevalent in soft disciplines. Specifically, compared to disciplines of human-written abstracts, those of ChatGPT-generated abstracts differ more in frequencies but less in major discourse functions. The similarities and differences can be attributed to ChatGPT's working mechanism, training process, and limitation in accomplishing domain-specific tasks.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"76 ","pages":"Article 101540"},"PeriodicalIF":3.1,"publicationDate":"2025-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144472057","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

Intradisciplinary heterogeneity of academic writing: A diachronic probe into interactional metadiscourse in medical research articles 学术写作的学科内异质性：对医学研究论文中相互作用元话语的历时性探讨

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2025-06-19 DOI: 10.1016/j.jeap.2025.101541

Chenchen Xu

{"title":"Intradisciplinary heterogeneity of academic writing: A diachronic probe into interactional metadiscourse in medical research articles","authors":"Chenchen Xu","doi":"10.1016/j.jeap.2025.101541","DOIUrl":"10.1016/j.jeap.2025.101541","url":null,"abstract":"<div><div>While disciplinary variation of academic writing has been extensively documented, intradisciplinary investigations which promise to uncover rhetorical complexity within a discipline are relatively limited, especially from a diachronic perspective. This study examines intradisciplinary variation regarding interactional metadiscourse in medical research articles over the past 60 years. Based on a self-built corpus of 1530 research articles from 18 subdisciplines of medicine, this study revealed divergences between subdisciplines and the overall medical discipline in the use of interactional metadiscourse. Intradisciplinary variations were found in both the distribution of interactional metadiscourse across the 18 subdisciplines and the changes of these resources across the subdisciplines. The variations may be attributed to the nature of evidence, research methods, development stages, and realistic environments of subdisciplines. These findings offer diachronic evidence of intradisciplinary heterogeneity in academic writing and contribute to our understanding of changing writing practices and rhetorical complexity within a discipline.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"76 ","pages":"Article 101541"},"PeriodicalIF":3.1,"publicationDate":"2025-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144312641","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

“Such comparison fails to …”: The neglected open-ended negatives in the literature review section of social science research articles “这样的比较未能……”：社会科学研究论文文献综述部分被忽视的开放式否定

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2025-06-13 DOI: 10.1016/j.jeap.2025.101539

Chenchen Xu , Fang Xu

{"title":"“Such comparison fails to …”: The neglected open-ended negatives in the literature review section of social science research articles","authors":"Chenchen Xu , Fang Xu","doi":"10.1016/j.jeap.2025.101539","DOIUrl":"10.1016/j.jeap.2025.101539","url":null,"abstract":"<div><div>Despite increased focus on negation in academic writing, studies mainly center on closed-class negatives (e.g., <em>not</em>, <em>no</em>, <em>never</em>). Nevertheless, negation can also be manifested through an open-ended array of forms (e.g., <em>fail</em>, <em>lack</em>, <em>insufficient</em>), which are acknowledged in natural language research yet often overlooked in academic discourse analysis. This study examines the frequency and communicative functions of open-ended negatives in contrast to closed negatives within the literature review section of 180 English research articles across six social science disciplines. Given the practical complexity of identifying open-ended negatives, the study retrieved and analyzed negation instances through a combination of a large language model and manual inspection. It was found that open-ended negatives display a higher occurrence than closed negatives. In comparison to closed negatives, open-ended negatives are utilized more frequently in performing both informational and affective communicative functions and provide more alternatives for adjusting the force of propositions. These results suggest that the hitherto neglected open-ended negatives are crucial linguistic resources in academic writing, affording writers great flexibility in selecting expressions of negation and establishing positions with modulated force.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"76 ","pages":"Article 101539"},"PeriodicalIF":3.1,"publicationDate":"2025-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144269985","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 inclusive teaching practices of English for Academic Purposes (EAP) in Higher Education (HE): Recommendations for practice 探讨高等教育学术英语（EAP）的包容性教学实践：实践建议

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2025-06-11 DOI: 10.1016/j.jeap.2025.101538

A. Bakogiannis , E. Papavasiliou

{"title":"Exploring inclusive teaching practices of English for Academic Purposes (EAP) in Higher Education (HE): Recommendations for practice","authors":"A. Bakogiannis , E. Papavasiliou","doi":"10.1016/j.jeap.2025.101538","DOIUrl":"10.1016/j.jeap.2025.101538","url":null,"abstract":"<div><div>This study presents a context-sensitive, evidence-informed framework for inclusive English for Academic Purposes (EAP) in Higher Education (HE), developed through a rigorous, multi-method research design. In response to persistent gaps in how inclusivity is conceptualised and implemented in EAP settings, the study integrates data from a qualitative survey, co-production focus groups, and a systematic literature review using Best Fit Framework Synthesis. Findings reveal that meaningful inclusivity in EAP requires coordinated action across three systemic levels: micro (individual practices), meso (departmental structures), and macro (institutional policies). At the micro level, inclusive pedagogy is achieved through differentiated instruction, culturally responsive teaching, equitable assessment, and reflective practice. The meso level emphasises the importance of interdisciplinary collaboration, curriculum decolonisation, and staff development, while the macro level underscores the need for institutional commitment to equity, linguistic justice, and multilingual policy. The resulting framework is both practically applicable and adaptable, offering a strategic model for embedding inclusivity into EAP instruction and aligning it with broader social justice goals. By bridging theory and practice, the study contributes to the under-researched area of EAP inclusivity and repositions EAP not as a neutral support function, but as a transformative site for advancing equity and decolonial pedagogy in higher education. The findings offer concrete recommendations for educators, programme leads, and policymakers committed to creating equitable academic environments for linguistically and culturally diverse learners.p</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"76 ","pages":"Article 101538"},"PeriodicalIF":3.1,"publicationDate":"2025-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144262647","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

Negotiating the path to publication: Functional units and lexical bundles in author responses to peer review 协商出版之路：作者对同行评审的回应中的功能单元和词汇束

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2025-06-06 DOI: 10.1016/j.jeap.2025.101537

Luda Liu , Feng (Kevin) Jiang

{"title":"Negotiating the path to publication: Functional units and lexical bundles in author responses to peer review","authors":"Luda Liu , Feng (Kevin) Jiang","doi":"10.1016/j.jeap.2025.101537","DOIUrl":"10.1016/j.jeap.2025.101537","url":null,"abstract":"<div><div>The critical role of peer-review reports in validating research quality and upholding academic integrity is well recognized. The genre of author response letters (ARLs) which address these reviews, however, remains an underexplored, yet equally significant facet of academic publishing. This study seeks to fill this gap by analysing the functional units and lexical bundles that characterize successful ARLs. Drawing on a corpus from the BMJ, we identified seven functional units in this author-reviewer interaction, including two highly frequent units (<em>Expressing gratitude</em> and <em>Discussing revisions</em>), three regular units (<em>Providing clarifications, Accepting the feedback,</em> and <em>Justifying research decisions</em>) and two infrequent units (<em>Acknowledging limitations</em> and <em>Requesting further details</em>). We also identified the recurrent lexical bundles that facilitate these communicative acts. Compared with research articles, ARLs tend to favour active verb-related bundles, which serve to outline revisions and improve the accessibility of responses for reviewers. The frequent use of participant-oriented bundles further underlines the genre's dialogic nature, where authors must navigate not only the technical aspects of feedback but also the socio-rhetorical and interpersonal dynamics. By demystifying this high-stakes genre, this research not only aids authors in coping with the reviewer feedback, but also informs pedagogical resources for EAP instruction.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"76 ","pages":"Article 101537"},"PeriodicalIF":3.1,"publicationDate":"2025-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144230183","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