Journal of English for Academic Purposes最新文献

{"title":"Teaching the spoken expression of emotion in EAP contexts: a case study using systemic functional semiotics","authors":"Lilián I. Ariztimuño","doi":"10.1016/j.jeap.2026.101691","DOIUrl":"10.1016/j.jeap.2026.101691","url":null,"abstract":"<div><div>Effective spoken academic communication in English relies on speakers successfully engaging their audiences. This successful engagement involves specific content and clear expression of opinions and even emotions. This is increasingly the case in Higher Education with the proliferation of genres for teaching and assessment that are multimodal and address diverse specialist and non-specialist audiences. Interpreting emotions in context and culture-specific ways might be challenging however for speakers of English as an additional language (EAL). This paper thus argues that teaching the spoken expression of emotion should be foregrounded in EAP contexts, including EAL teaching training programmes. This paper uses a case study based in an EAP teacher-education programme in a Higher Education institution. Using a systemic functional semiotic (SFS) teaching-learning approach, it aims to develop English language pre-service and in-service teachers' knowledge about the multi-semiotic interpretation and production of the spoken expression of emotion. In this case study, the central genre of oral storytelling performances for the EAL teaching practice and therefore for pre-service teaching students' success is used to present the teaching of values, attitudes and emotions. This approach breaks new ground in English language teaching professional development and teaching resources, which are usually limited in their focus on verbal and visual choices in written texts, excluding the vocal features present in the spoken expression of emotion. This lack of descriptions of multi-semiotic affectual resources impacts English language teachers' levels of confidence to interpret, produce and teach the spoken expression of emotion at all educational levels, including tertiary education, lowering pre-service teaching students' success in their course of studies. To address this issue, I developed and implemented a workshop which foregrounded the theoretical concept of stratification as the guiding principle used to guide and encourage EAL teachers and pre-service teacher students to adopt complementary standpoints for examining multi-semiotic resources that work together to express emotion in spoken communication. The workshop was designed following a genre-based teaching/learning cycle (TLC) approach to explore, understand and teach how verbiage, vocal qualities and facial semiosis cooperate and integrate for the creation of affectual meanings in performances of the story of Cinderella. This paper examines the results obtained after implementing this workshop in Argentina with a group of English language teachers and pre-service teacher students. It describes the findings obtained from comparing pre and post intervention questionnaires and participants' self-reflections of their video-recorded storytelling performances before and after the workshop. These findings provide strong evidence of the positive impact this teaching-learning experience had on the ","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"81 ","pages":"Article 101691"},"PeriodicalIF":3.4,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147849494","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}

{"title":"Balancing the North and the South: A Brazilian perspective on multilingual publishing","authors":"Kátia Monteiro ,&nbsp;Eliana Hirano","doi":"10.1016/j.jeap.2026.101678","DOIUrl":"10.1016/j.jeap.2026.101678","url":null,"abstract":"<div><div>This study investigates whether and how the linguistic choice of publication (i.e., English or Portuguese) shapes the research and writing practices of multilingual scholars in Brazil. While much of the English for Research and Publication Purposes (ERPP) literature has emphasized the challenges of publishing in English, fewer studies have examined how multilingual scholars actively manage publication across different languages and stages of the research cycle. Drawing on interviews with experienced, multilingual Brazilian researchers in language and literature-related disciplines, this study analyzes three phases: planning and research, manuscript writing and revision prior to publication, and journal review process. Findings show that linguistic choice exerted influence in nuanced ways, intersecting with other factors. At the planning and research stages, the language of publication mattered little; instead, disciplinary traditions and ideological commitments shaped practices, particularly through efforts to prioritize authors in the Global South, whether publications occurred in English or Portuguese. In writing, linguistic choice influenced discourse, with a few scholars being more conscientious about using a more “direct” and “objective” style in English. The peer review process revealed sharper contrasts, as international venues often enforced Anglophone discourse norms of conciseness, objectivity, and depoliticization, prompting either compliance or resistance. Overall, these findings suggest that multilingual publishing is governed less by language itself than by factors such as journal status, disciplinary culture and socialization, epistemic commitments, and ideological motivations, which intersect with each other in complex ways.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"81 ","pages":"Article 101678"},"PeriodicalIF":3.4,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147802305","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}

{"title":"A comparative multi-dimensional analysis of economics and marketing research articles","authors":"Ting Lan ,&nbsp;Chunyu Hu ,&nbsp;Chunmei Lu","doi":"10.1016/j.jeap.2026.101690","DOIUrl":"10.1016/j.jeap.2026.101690","url":null,"abstract":"<div><div>Multi-dimensional (MD) analysis has been increasingly adopted in English for Academic Purposes (EAP) research (e.g., Gray et al., 2020; Hardy &amp; Römer, 2013; Wang &amp; Xin, 2023), yet it has been scarcely used to examine disciplinary variation between neighbouring disciplines. The present study conducts an MD analysis to compare the register features of research articles (RAs) from economics and marketing, two neighbouring disciplines with intricate relationship and distinct epistemologies. The results show that there are significant differences between economics and marketing RAs on two of the five dimensions identified in the MD analysis. More specifically, economics RAs indicate higher informational density and a greater reliance on conditional reasoning, whereas marketing RAs display both greater academic involvement and a more condensed description. These differences are discussed in relation to variations in disciplinary cultures. The findings contribute to a more nuanced understanding of disciplinary variation and underscore the need to support EAP professionals in cultivating explicit awareness of disciplinary rhetoric, thereby facilitating more deliberate and effective rhetorical decisions in their academic activities.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"81 ","pages":"Article 101690"},"PeriodicalIF":3.4,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147802306","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}

{"title":"AI-driven sentiment analysis for mitigating foreign language anxiety (FLA) in EAP: A proof-of-concept study","authors":"Fabio Cangero","doi":"10.1016/j.jeap.2026.101644","DOIUrl":"10.1016/j.jeap.2026.101644","url":null,"abstract":"<div><div>Foreign Language Anxiety (FLA) is a persistent affective barrier in English for Academic Purposes (EAP), yet little research has examined how artificial intelligence (AI) might support learners emotionally. This article presents a proof-of-concept study investigating the feasibility of using AI-driven sentiment analysis to identify and mitigate FLA. A small Padlet-based corpus of student reflections (n = 41) was analysed using GPT-4-based sentiment classification, followed by an AI-mediated reframing activity completed by a volunteer sub-sample of learners (n = 14). Rather than making generalisable empirical claims, the study explores the potential and limitations of large language models as tools for affective scaffolding. Results indicate that students frequently express mixed emotions, combining anxiety with hope and motivation, and that AI-supported reframing may promote short-term reassurance and increased confidence. The paper discusses methodological and ethical considerations and outlines how affect-aware AI tools could be meaningfully integrated into EAP pedagogy.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"80 ","pages":"Article 101644"},"PeriodicalIF":3.4,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147449221","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}

{"title":"EAP in a changing world: Towards a new research agenda","authors":"Feng Kevin Jiang ,&nbsp;Ken Hyland","doi":"10.1016/j.jeap.2026.101647","DOIUrl":"10.1016/j.jeap.2026.101647","url":null,"abstract":"<div><div>English for Academic Purposes (EAP) has evolved from its beginnings as a pragmatic branch of English language teaching into a mature, interdisciplinary field concerned with the linguistic mediation of knowledge. While continuing to play a crucial role in the higher education of students around the world, contemporary developments have radically reconfigured the conditions of academic communication in which it operates. English now functions within a global-digital-plural ecosystem characterised by multilingual practices, multimodal genres, and algorithmic mediation. These changes present EAP with new theoretical and pedagogical challenges that extend beyond language description or skills instruction, demanding critical engagement with the ethical, technological, and epistemic dimensions of academic literacy. This paper proposes that we need a new research agenda for EAP that addresses three intersecting domains: the impact of artificial intelligence on academic writing and authorship; the diversification of academic communication in a globalised and open-science environment; and the implications of disciplinary hybridity and epistemic pluralism for pedagogy and research. In doing so, it positions EAP as a critical and epistemic discipline central to understanding how language, technology, and knowledge co-evolve and operate in the contemporary academy.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"80 ","pages":"Article 101647"},"PeriodicalIF":3.4,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147449225","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}

{"title":"AI-generated feedback in an EAP writing classroom: The collaborative process of feedback, uptake, and revision quality","authors":"Sanghee Kang ,&nbsp;Minkyung Kim","doi":"10.1016/j.jeap.2026.101639","DOIUrl":"10.1016/j.jeap.2026.101639","url":null,"abstract":"<div><div>This study examined how EAP learners collaboratively engage with AI-generated feedback on co-constructed texts and to explore how learner engagement with AI-generated feedback influences their uptake behaviors and subsequent individual revisions. Thirty-seven university-level EFL students from two intact EAP writing classes completed two collaborative writing tasks in pairs and received ChatGPT's feedback on their co-constructed texts. They then collaboratively reviewed the feedback and independently produced individual texts on the same prompts.</div><div>To examine learner engagement with AI-generated feedback, transcribed peer interactions were analyzed in terms of engagement level. To assess influencing factors, learner perceptions of usefulness of AI feedback and feedback-related factors (i.e., ChatGPT's feedback category and linguistic focus) were also analyzed. Revision quality was evaluated in terms of lexical sophistication, syntactic complexity, and overall accuracy. A generalized linear mixed-effects model and linear mixed-effects models were used to examine uptake behaviors and revision quality, respectively.</div><div>Results indicated that learners exhibited varying levels of engagement with AI-generated feedback, from extensive discussion to limited acknowledgement. Higher engagement and more positive perceptions of AI feedback were associated with greater successful uptake. Additionally, greater engagement predicted higher lexical sophistication in revisions, while correct uptake was linked to increased syntactic complexity and greater overall accuracy. Implications of these findings are discussed in terms of implementing AI-generated feedback in EAP instruction.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"80 ","pages":"Article 101639"},"PeriodicalIF":3.4,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147449108","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}

{"title":"In this BALEAP news item, four members of the Teacher Education in EAP SIG share their reflections on the work of the SIG over the past five years","authors":"Angeliki Apostolidou ,&nbsp;Stella Bunnag ,&nbsp;Lindsay Knox ,&nbsp;Carole MacDiarmid","doi":"10.1016/j.jeap.2026.101654","DOIUrl":"10.1016/j.jeap.2026.101654","url":null,"abstract":"","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"80 ","pages":"Article 101654"},"PeriodicalIF":3.4,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147448569","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}

{"title":"Guided and unguided GenAI tasks for learning academic spoken collocations","authors":"Valentina Morgana,&nbsp;Francesca Poli","doi":"10.1016/j.jeap.2026.101638","DOIUrl":"10.1016/j.jeap.2026.101638","url":null,"abstract":"<div><div>This study investigates the impact of AI-assisted task-based language teaching (TBLT) on the acquisition of academic English collocations in spoken discourse. While TBLT has been widely studied, its application to spoken academic collocations remains under-researched. The objectives are (1) to examine whether guided use of a generative AI tool with structured activities enhances collocation learning more effectively than unguided interactions, and (2) to compare AI-assisted instruction with traditional, technology-mediated, non-AI-based approaches in fostering collocational competence. A specialised list of academic spoken collocations was used to inform task design and to identify collocations in learner outputs. Seventy-five B2-level university students in foreign language programs were randomly assigned to one of three groups: an unguided group engaging in open-ended discussions with ChatGPT, a guided group completing structured tasks with AI, and a control group receiving non-AI-based instruction. For the analysis, a subset of 37 participants was examined after data cleaning, producing 259 observations and an average of 8500 words per student. A pretest–posttest design with a delayed posttest was used to assess short- and long-term learning gains, and participant–AI outputs were analysed using linear mixed-effects models. Results indicate that learners in both AI-supported conditions showed higher frequency and accuracy of academic spoken collocations than the non-AI control group. Generally, the unguided interaction with AI was linked to more frequent and accurate use of collocations. Overall, the findings suggest that generative AI can support the development of academic spoken collocations in task-based EAP instruction, highlighting the importance of task design and learner engagement.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"80 ","pages":"Article 101638"},"PeriodicalIF":3.4,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146026009","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}

{"title":"From English to ESAP: Probing the boundary-crossing experience of a language teacher in a Chinese university","authors":"Kailun Wang ,&nbsp;Luxin Yang ,&nbsp;Rui Yuan","doi":"10.1016/j.jeap.2026.101637","DOIUrl":"10.1016/j.jeap.2026.101637","url":null,"abstract":"<div><div>This qualitative case study focuses on the boundary-crossing experience of an English teacher during an institutional curriculum reform in a Chinese university. It collected multiple sources of data, including semi-structured interviews, classroom observations, and artifacts (e.g., policy documents and teaching materials). Data analysis shows that Helen's (pseudonym) boundary-crossing experiences in course teaching and academic research through learning mechanisms in terms of identification, coordination, reflection, and transformation. During Helen's boundary crossing, various factors at personal, interpersonal, and institutional levels positioned her as a boundary broker while also inducing tensions and challenges. The study illustrates how language teachers utilize learning mechanisms to transform their habitual ways of sense-making and reconstruct professional identities during boundary-crossing experiences. It also contributes to our understanding of teachers' boundary crossing as a multilevel, non-linear, complex, and sometimes stakes-laden practice. The study provides practical recommendations for language teachers' professional development and curriculum reforms.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"80 ","pages":"Article 101637"},"PeriodicalIF":3.4,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146026008","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}

{"title":"Customising chatbots for writing development: Anticipating semiotic mediation with the theoretical architecture of systemic functional linguistics","authors":"Lucy Macnaught","doi":"10.1016/j.jeap.2026.101646","DOIUrl":"10.1016/j.jeap.2026.101646","url":null,"abstract":"<div><div>This conceptual paper provides a social semiotic perspective on GenAI technologies in English for Academic Purposes contexts. It focuses on the process of customising AI chatbots to steer how an LLM responds. Through discussing two customised chatbots for Master's of Nursing Science students who are writing research proposals, the paper argues that the theoretical framework of Systemic Functional Linguistics is ideal for chatbot design. Examples use Cogniti software to show how EAP teachers can custom design a chatbot with minimal coding. These examples illustrate how SFL informs decisions about the scope of customised chatbots and the metalanguage within system messages. The discussion of system messages focuses on the challenge of creating consistency with how customised chatbots identify and describe the function of language features when generating feedback messages. The paper argues that this metalanguage should correspond to the metalanguage which students experience in face-to-face teaching and learning as well as online materials. Such continuity involves principled choices about where AI is integrated in teaching and learning sequences. It also involves clarity about the knowledge that students are expected to apply during ‘conversations’ with AI. In this regard, the paper draws attention to a social semiotic reading of Vygotsky's semiotic mediation. It argues that anticipating what is mediated is crucial for the process of customising a chatbot and making new knowledge visible to our students.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"80 ","pages":"Article 101646"},"PeriodicalIF":3.4,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147449214","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}