Journal of English for Academic Purposes最新文献

Implementing academic reading circles in higher education: Exploring perceptions, motivation and outcomes

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2025-03-03 DOI: 10.1016/j.jeap.2025.101489

Jennifer Rose Ament , Irene Tort-Cots , Elisabet Pladevall-Ballester

{"title":"Implementing academic reading circles in higher education: Exploring perceptions, motivation and outcomes","authors":"Jennifer Rose Ament , Irene Tort-Cots , Elisabet Pladevall-Ballester","doi":"10.1016/j.jeap.2025.101489","DOIUrl":"10.1016/j.jeap.2025.101489","url":null,"abstract":"<div><div>Academic reading is an essential yet challenging skill to teach in higher education. Research shows that academic reading circles (ARC) is a promising methodology that could improve academic reading skills but despite this, few studies have reported on the experiences and outcomes of implementing the methodology in the university setting. The purpose of this study is to investigate perceptions, motivation and outcomes of using ARC methodology in a first-year university English for academic purposes (EAP) course. 95 students and 4 instructors participated in a 16-week longitudinal study. A pre- and post-reading test was used to measure reading improvement and pre- and post-questionnaires were administered to obtain students' and instructors’ experiences with the implementation of ARC and their perceptions on the impact of ARC on reading skills. Results show that while ARC is a demanding activity that requires training for instructors and scaffolding for students, students perceive ARC to have a positive impact on both their higher and lower order thinking skills and that overall reading scores significantly improve after the intervention. The findings highlight the potential benefits of ARC as an effective and useful methodology to teach critical reading skills in higher education EAP courses.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"75 ","pages":"Article 101489"},"PeriodicalIF":3.1,"publicationDate":"2025-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143548118","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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Corrigendum to “The expression of obligation in student academic writing” [Journal of English for Academic Purposes (2020), (44), 100840]

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2025-03-01 DOI: 10.1016/j.jeap.2025.101481

Benet Vincent

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BALEAP News – Conference time!

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2025-03-01 DOI: 10.1016/j.jeap.2025.101486

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Diachronic change of noun phrase complexity in the IMRD sections of medical research articles (1970–2020)

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2025-02-19 DOI: 10.1016/j.jeap.2025.101488

Fan Pan, Ming Nie

{"title":"Diachronic change of noun phrase complexity in the IMRD sections of medical research articles (1970–2020)","authors":"Fan Pan, Ming Nie","doi":"10.1016/j.jeap.2025.101488","DOIUrl":"10.1016/j.jeap.2025.101488","url":null,"abstract":"<div><div>Despite the growing interest in noun phrase (NP) complexity in academic writing, it remains unknown how NP complexity has evolved in IMRD (Introduction, Methods, Results, Discussion) sections within research articles (RAs). Exploring the evolution of NP complexity across sections can not only complement previous diachronic findings on whole RAs, but also enhance our dynamic understanding of the evolving linguistic correlates of IMRD sections with distinct communicative functions. This study investigated the diachronic changes in the use of nine NP complexity features (i.e., noun modifiers) across IMRD sections in a corpus of 480 medical RAs spanning 50 years (1970–2020) at 10-year intervals. Using Pearson correlation tests and two-way ANOVAs, we tracked the changing patterns of each feature and compared those patterns across IMRD sections. Findings showed an upward trend in phrasal NP complexity features in all the sections. Additionally, the cross-sectional comparisons revealed a two-way distinction, in which Introduction/Discussion sections consistently applied a wider range and a larger number of NP complexity features than Methods/Results sections. The observed diachronic changes were explained in relation to the evolving characteristics of the IMRD sections through a text-linguistic analysis. This study may provide useful implications for English for Medical Purposes pedagogy.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"74 ","pages":"Article 101488"},"PeriodicalIF":3.1,"publicationDate":"2025-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143474176","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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Lexical bundles across IMRD-structured Medicine research article sections: A within-register perspective

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2025-02-15 DOI: 10.1016/j.jeap.2025.101487

Heng Gong , Thi Ngoc Phuong Le , Louisa Buckingham

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IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2025-02-10 DOI: 10.1016/j.jeap.2025.101484

Teresa Edwards-Okazaki

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Local grammar, discourse acts, and disciplinarity: A case study of definition

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2025-02-08 DOI: 10.1016/j.jeap.2025.101485

Yimin Zhang , Huan Wang

{"title":"Local grammar, discourse acts, and disciplinarity: A case study of definition","authors":"Yimin Zhang , Huan Wang","doi":"10.1016/j.jeap.2025.101485","DOIUrl":"10.1016/j.jeap.2025.101485","url":null,"abstract":"<div><div>This study employed the local grammar approach to explore disciplinary variations in the use of the discourse act ‘definition’ in research articles in Linguistics, Education, Physics, and Civil Engineering. The study aimed to unveil the intricate connection between language use and disciplinarity, and to offer an alternative approach to examine disciplinary discourses. Four corpora, i.e., LinDEAP, EduDEAP, PhysDEAP, and CivDEAP from the DEAP (Database of English for Academic Purposes) Corpus, were used for the study. Instances of definition were retrieved by searching for a set of lexico-syntactic markers, and the subsequent local grammar analyses of these instances identified 37 relatively frequent patterns associated with definition. We then deliberated on the similarities and differences in the distribution of local grammar patterns of definition between the soft and hard sciences as well as between the pure and applied disciplines. It was argued that the variations in the use of definition not only reflect but also construct the disciplinary epistemologies. The implications for EAP/ESP writing research and pedagogy were also discussed.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"74 ","pages":"Article 101485"},"PeriodicalIF":3.1,"publicationDate":"2025-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143394926","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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Integrative genre-based pedagogy: Enhancing social responsiveness in English medium of instruction and STEM education

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2025-01-28 DOI: 10.1016/j.jeap.2025.101483

Karoline Anita Anderson

{"title":"Integrative genre-based pedagogy: Enhancing social responsiveness in English medium of instruction and STEM education","authors":"Karoline Anita Anderson","doi":"10.1016/j.jeap.2025.101483","DOIUrl":"10.1016/j.jeap.2025.101483","url":null,"abstract":"<div><div>Genre-based pedagogy (GBP) is frequently employed to instruct second language (L2) English speakers to communicate through genre conventions, yet doing so may inadvertently subjugate culturally diverse ways of knowing and communicating knowledge, reinforcing predominant social norms. English for Specific Purposes (ESP) and English for Academic Purposes (EAP) traditions of GBP are characterized by broad subdisciplines, including critical perspectives aimed at promoting sociocultural diversity. Yet, current approaches may be limited in their critiquing of epistemological and ontological biases and practical application to broader social and educational contexts. The present work introduces integrative genre-based pedagogy (IGBP) to enhance social responsiveness in ESP/EAP genre instruction, particularly in English as a medium of instruction (EMI) and STEM contexts. IGBP is founded on three pillars of practice: identifying, enhancing, and critiquing. Cumulatively, these pillars of practice aim to elevate teachers' and students’ critical consciousness, authenticity, and collaboration, using a holistic approach to establish a positive learning environment for enhancing genre and cultural knowledge and engaging in ongoing critiques of genre.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"74 ","pages":"Article 101483"},"PeriodicalIF":3.1,"publicationDate":"2025-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143168568","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}

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A mixed-methods study of strategy use in academic vocabulary learning among first-year undergraduates in Hong Kong

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2025-01-27 DOI: 10.1016/j.jeap.2025.101482

Edsoulla Chung , Daniel Fung , Aaron Wan

{"title":"A mixed-methods study of strategy use in academic vocabulary learning among first-year undergraduates in Hong Kong","authors":"Edsoulla Chung , Daniel Fung , Aaron Wan","doi":"10.1016/j.jeap.2025.101482","DOIUrl":"10.1016/j.jeap.2025.101482","url":null,"abstract":"<div><div>Although academic vocabulary is crucial for success in higher education, English for Academic Purposes (EAP) courses often neglect the teaching of such vocabulary, leaving students to learn it independently. It is thus important to examine how students employ vocabulary learning strategies (VLSs) to meet their academic challenges. In this mixed-methods study, we examine the VLSs of first-year undergraduates (n = 172) with varying proficiency levels studying different academic disciplines using a questionnaire and follow-up interviews. The findings show that students used a range of VLSs to different extents. Dictionary and guessing strategies were preferred by most students, while goal setting was less common, particularly among more proficient students. We also found that highly proficient students exhibited greater confidence when learning academic vocabulary incidentally. When using a dictionary, they focused on multiple aspects of word knowledge beyond definitions. However, social strategies, such as seeking help from teachers and peers, were underutilised, especially among science students. The study emphasises the need for pedagogical interventions that address students’ academic vocabulary needs, particularly through explicit instruction.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"74 ","pages":"Article 101482"},"PeriodicalIF":3.1,"publicationDate":"2025-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143403395","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}

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Citations in post-methods sections of quantitative and qualitative research articles in second language learning: A corpus-based study

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2025-01-11 DOI: 10.1016/j.jeap.2025.101473

Jianwu Gao , Quy Huynh Phu Pham , Charlene Polio

{"title":"Citations in post-methods sections of quantitative and qualitative research articles in second language learning: A corpus-based study","authors":"Jianwu Gao , Quy Huynh Phu Pham , Charlene Polio","doi":"10.1016/j.jeap.2025.101473","DOIUrl":"10.1016/j.jeap.2025.101473","url":null,"abstract":"<div><div>Citation practices within the post-methods sections (i.e., results, discussion, implications, and conclusion) of research are crucial for knowledge generation, as they contribute to the interpretation, explanation, and evaluation of new findings in relation to previous literature. Despite their importance, these practices have remained underexplored. Addressing this gap, we conducted an in-depth analysis of a balanced sample comprising 96 quantitative and qualitative research articles on second language (L2) learning and teaching published in 2016, 2019, and 2022 in four top-tier journals. We examined the rhetorical functions and linguistic forms of citations within the post-methods sections, to explore (1) whether and how the post-methods sections revisit the literature used for framing a study in the literature review, (2) what rhetorical functions these post-methods citations fulfill, and (3) how they are linguistically realized. The results showed that (1) most of the literature cited in the literature review was not re-invoked in the post-methods sections, while half of the literature cited in the post-methods sections was newly introduced; (2) the rhetorical functions fulfilled by these post-methods citations in quantitative and qualitative research are overlapping yet distinct, and (3) their linguistic forms exhibit minor research paradigm differences. Implications for applied linguistics and EAP pedagogy and research are discussed.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"74 ","pages":"Article 101473"},"PeriodicalIF":3.1,"publicationDate":"2025-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143167240","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