Journal of English for Academic Purposes最新文献

Promoting research: Academic hypes embedded in the rhetorical move structure of sociology research article abstracts 促进研究：社会学研究论文摘要修辞动作结构中蕴含的学术炒作

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Journal of English for Academic Purposes Pub Date : 2025-05-29 DOI: 10.1016/j.jeap.2025.101535

Zhijun Li , Jingyi Lin , Jinfen Xu

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Kuroko workflows: Process over product in translingual reading and writing 黑子工作流程：翻译阅读和写作中的过程高于产品

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Journal of English for Academic Purposes Pub Date : 2025-05-27 DOI: 10.1016/j.jeap.2025.101536

Julie Townsend

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Move-stance connection in Chinese and English research article conclusion sections: A cross-linguistic study 汉英研究文章结语部分：跨语言研究

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Journal of English for Academic Purposes Pub Date : 2025-05-27 DOI: 10.1016/j.jeap.2025.101520

Liming Deng , Ping He , Xiaoping Gao

{"title":"Move-stance connection in Chinese and English research article conclusion sections: A cross-linguistic study","authors":"Liming Deng , Ping He , Xiaoping Gao","doi":"10.1016/j.jeap.2025.101520","DOIUrl":"10.1016/j.jeap.2025.101520","url":null,"abstract":"<div><div>This study investigates the rhetorical structures of Chinese and English research article (RA) conclusion sections, the use of stance markers, and the move-stance connection features. The analysis is based on two corpora of 360 RAs published in international English journals and local Chinese journals in four soft disciplines (i.e., Applied Linguistics, Economics, Psychology and Sociology). Results show that both Chinese and English RA conclusions have similar distributions of moves, but there are differences in the frequencies of moves and distributions of steps. Remarkable distinctions were identified in the use of stance markers between the two corpora, with dense use of stance markers in English RA conclusions. Chinese writers tend to utilize boosters and attitude markers, while English writers prefer to employ hedges and self-mentions. Importantly, notwithstanding the identified variations in the deployment of stance markers across moves and steps, a specific move-stance connection pattern was found. The findings have both theoretical and pedagogical implications in the way of proposing the move-stance connection in RA conclusions, underscoring the convergence and divergence in the distributions of stance markers in moves/steps, and deepening novice writers’ awareness of the rhetorical devices in RAs and the importance of different competencies necessary for successful academic writing.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"76 ","pages":"Article 101520"},"PeriodicalIF":3.1,"publicationDate":"2025-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144139216","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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Critical thinking on a 10-week EAP course: Teachers' and international pre-university students’ views and experiences 十周EAP课程的批判性思维：教师和国际预科学生的观点和经验

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Journal of English for Academic Purposes Pub Date : 2025-05-20 DOI: 10.1016/j.jeap.2025.101534

Julio Gimenez , Edward Greening , Hilary Key McDowell , Matt Lawrence , Sarah Miccoli , Svetlana Page , Kat Robb , Ernesto Roque Gutierrez , Samina Salim , Mariangela Spinillo

{"title":"Critical thinking on a 10-week EAP course: Teachers' and international pre-university students’ views and experiences","authors":"Julio Gimenez , Edward Greening , Hilary Key McDowell , Matt Lawrence , Sarah Miccoli , Svetlana Page , Kat Robb , Ernesto Roque Gutierrez , Samina Salim , Mariangela Spinillo","doi":"10.1016/j.jeap.2025.101534","DOIUrl":"10.1016/j.jeap.2025.101534","url":null,"abstract":"<div><div>Critical thinking (CT) is a widely recognised academic practice in what is often termed “Western” higher education (HE) and has been the subject of debate and research, particularly since the late 1980s. However, discussions on CT often rely on dichotomous and rigid categories: whether it is a cognitive or emotional endeavour, whether it can be taught and learned, and if so, whether it should be taught in isolation or embedded within disciplines.</div><div>This article aims at contributing to previous studies of CT in HE by exploring the views and experiences of 12 English for Academic Purposes (EAP) teachers and 50 international pre-university students enrolled on a 10-week summer pre-sessional course at a university in the United Kingdom (UK). Using pre- and post-course survey data analysed thematically, the study reported on here reveals dynamic rather than rigid views and experiences of CT among the participants. Participating teachers emphasised different aspects of CT to be taught and assessed in an EAP context. Additionally, they tended to view CT primarily as an academic practice, but their students tended to view it as both an academic and social practice. Crucially, the findings indicate that CT can be developed over a 10-week period, with meaningful changes in international pre-university students’ understanding and application of CT at the end of the course.</div><div>The article discusses the implications of these findings for CT instruction on pre-sessional courses and highlights key theoretical and pedagogical considerations for future practice.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"76 ","pages":"Article 101534"},"PeriodicalIF":3.1,"publicationDate":"2025-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144098418","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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Rhetorical moves in teachers’ PowerPoint presentations: Variation across disciplines and school stages 教师ppt演讲中的修辞动作：不同学科和学校阶段的差异

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Journal of English for Academic Purposes Pub Date : 2025-05-19 DOI: 10.1016/j.jeap.2025.101532

Duygu Candarli , Alice Deignan

{"title":"Rhetorical moves in teachers’ PowerPoint presentations: Variation across disciplines and school stages","authors":"Duygu Candarli , Alice Deignan","doi":"10.1016/j.jeap.2025.101532","DOIUrl":"10.1016/j.jeap.2025.101532","url":null,"abstract":"<div><div>This study examines the rhetorical characteristics of teachers' PowerPoint presentations, a commonly used yet underexplored genre in school language, across school stages (primary-secondary) and between disciplines. Although there have been empirical studies on the linguistic characteristics of other genres, such as textbooks, PowerPoint presentations have received very little attention despite their widespread use in educational settings. Using Swalesian genre analysis, the present study uncovered six moves and 37 steps in a corpus of 240 PowerPoint presentations, which were selected in a principled manner out of a corpus of school language, across an important phase of education, namely the transition from primary to secondary school. The findings revealed significant variations in the rhetorical structures of PowerPoint presentations across disciplines and school stages. One of the key findings was that secondary school presentations, which became more multifunctional, featured ‘introducing the context’ less while featuring other steps that sought students' contributions more than those of primary schools, highlighting the increase in comprehension demands for students. Our moves/steps framework for the PowerPoint presentations makes the rhetorical characteristics of PowerPoint presentations visible to teachers and trainers and has the potential to ease possible comprehension challenges of students across the school stages.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"76 ","pages":"Article 101532"},"PeriodicalIF":3.1,"publicationDate":"2025-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144084008","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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Student question types and subject-position pronominal choices: An exploratory frequency-based comparison of interactive vs. monologic academic lectures 学生问题类型和主位代词选择：互动式与单位式学术讲座的探索性频率比较

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Journal of English for Academic Purposes Pub Date : 2025-05-14 DOI: 10.1016/j.jeap.2025.101522

Burak Senel

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Journal of English for Academic Purposes Pub Date : 2025-05-13 DOI: 10.1016/j.jeap.2025.101524

Wang Zhenhua

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GPT as book reviewer: A move and syntactic complexity analysis of GPT-generated versus scholar-written academic book reviews GPT作为书评人：GPT生成的与学者撰写的学术书评的移动和句法复杂性分析

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2025-05-13 DOI: 10.1016/j.jeap.2025.101533

Yao Guangyuan , Liu Zhaoxia

{"title":"GPT as book reviewer: A move and syntactic complexity analysis of GPT-generated versus scholar-written academic book reviews","authors":"Yao Guangyuan , Liu Zhaoxia","doi":"10.1016/j.jeap.2025.101533","DOIUrl":"10.1016/j.jeap.2025.101533","url":null,"abstract":"<div><div>This study investigates the rhetorical and syntactic features of GPT-generated versus scholar-written academic book reviews through move analysis and syntactic complexity assessment. Drawing on Swales’ genre analysis framework, we compare 50 human-authored reviews from SSCI-indexed journals with 100 GPT-generated reviews produced using two prompting strategies. Our analysis reveals three key findings: a systematic divergence in rhetorical strategy, fundamentally different syntactic strategies across rhetorical moves, and a clear hierarchy of rhetorical accessibility to GPT. Human reviewers tend to tailor their approach to the context and employ rhetorical steps selectively, whereas GPT applies a more exhaustive and potentially formulaic strategy. In addition, human-authored reviews employ higher levels of subordination to create hierarchical relationships between ideas, while GPT-generated reviews achieve complexity through increased nominal elaboration and coordination. Furthermore, GPT demonstrates proficiency in standardized structural moves (content description and closing evaluation), but faces significant challenges with disciplinary contextualization. These patterns suggest that while GPT can effectively replicate formal aspects of academic genres, it lacks the rhetorical judgment and disciplinary insight that characterize expert human writing. Our findings contribute to theoretical understandings of genre analysis by revealing how rhetorical moves exist along a spectrum of technological accessibility and implications for AI-human collaboration in academic writing contexts.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"76 ","pages":"Article 101533"},"PeriodicalIF":3.1,"publicationDate":"2025-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143936007","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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Journal of English for Academic Purposes Pub Date : 2025-05-13 DOI: 10.1016/j.jeap.2025.101523

Alqefari Abdulrahman Nasser, Alharbi Majed Abdullah

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Doctoral student’s strategy use in GAI chatbot-assisted L2 writing: An activity theory perspective 活动理论视角下博士生在GAI聊天机器人辅助下的第二语言写作中的策略运用

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Journal of English for Academic Purposes Pub Date : 2025-05-12 DOI: 10.1016/j.jeap.2025.101521

Min Zou , Delin Kong , Icy Lee

{"title":"Doctoral student’s strategy use in GAI chatbot-assisted L2 writing: An activity theory perspective","authors":"Min Zou , Delin Kong , Icy Lee","doi":"10.1016/j.jeap.2025.101521","DOIUrl":"10.1016/j.jeap.2025.101521","url":null,"abstract":"<div><div>Generative artificial intelligence (GAI) chatbots (e.g., ChatGPT) have significantly reshaped the landscape of writing, presenting both opportunities and challenges for L2 writers, especially at advanced academic levels. However, limited research has examined the strategies learners adopt when they proactively use GAI chatbots to support L2 writing. To fill the void, this qualitative case study explored seven doctoral students’ strategy use in GAI chatbot-assisted writing from an activity theory perspective. Data were collected from multiple sources, including chat logs between students and ChatGPT, semi-structured interviews, and student writing drafts. Data analysis showed that the doctoral students formed a writing community with ChatGPT, in which they used six strategies to boost the writing process and enhance writing quality. These strategies included using code-mixed prompts, employing writing conventions, adhering to research ethics, ensuring information security, seeking help from others, and assuming multiple roles with a human-centered approach. The findings offer valuable insights into the complex interplays between doctoral students and GAI chatbots in GAI chatbot-assisted L2 writing and shed useful light on the responsible use of GAI chatbots in doctoral writing.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"76 ","pages":"Article 101521"},"PeriodicalIF":3.1,"publicationDate":"2025-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143936006","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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