Journal of English for Academic Purposes最新文献

Investigating verbal-visual mode interaction in medical audio-slide presentations 研究医学视听幻灯片演示中语言-视觉模式的相互作用

IF 3.4 1区文学

Journal of English for Academic Purposes Pub Date : 2025-10-01 DOI: 10.1016/j.jeap.2025.101584

Yu-Shan Fan , Muhammad Ibaad Khattak

{"title":"Investigating verbal-visual mode interaction in medical audio-slide presentations","authors":"Yu-Shan Fan , Muhammad Ibaad Khattak","doi":"10.1016/j.jeap.2025.101584","DOIUrl":"10.1016/j.jeap.2025.101584","url":null,"abstract":"<div><div>This study examines 26 student-produced audio-slide presentations from an academic writing course at a medical university in Taiwan. The analysis focuses on the interaction between verbal and visual modes in this format, which features pre-recorded oral narration synchronized with static slides. Using Systemic Functional-Multimodal Discourse Analysis, three distinct presentation patterns—slide-based, poster-style, and text-based—were identified, each reflecting different configurations of academic discourse features and digital affordances. Slide- and text-based formats tended to rely on dense scriptural visuals and verbal-visual repetition, while poster-style presentations demonstrated more deliberate visual composition and rhetorical structuring. Although students exhibited emerging multimodal awareness, many struggled with elaborative intersemiotic relations, such as meronymy, hyponymy, and collocation. These findings suggest that students are in a transitional stage of developing genre-specific multimodal literacy. The study concludes with pedagogical implications for supporting the development of coherent and rhetorically effective multimodal academic communication.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"78 ","pages":"Article 101584"},"PeriodicalIF":3.4,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145221764","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

Empowering academic communication in EMI higher education: Understanding the role of social-emotional need satisfaction in motivation and willingness to communicate 在EMI高等教育中加强学术交流：了解社会情感需求满足在交流动机和意愿中的作用

IF 3.4 1区文学

Journal of English for Academic Purposes Pub Date : 2025-09-25 DOI: 10.1016/j.jeap.2025.101582

Sihan Zhou

{"title":"Empowering academic communication in EMI higher education: Understanding the role of social-emotional need satisfaction in motivation and willingness to communicate","authors":"Sihan Zhou","doi":"10.1016/j.jeap.2025.101582","DOIUrl":"10.1016/j.jeap.2025.101582","url":null,"abstract":"<div><div>Academic communication through a second/foreign language (L2) can generate much stress for students that may hamper their willingness to communicate (WTC) and motivation for learning. Guided by Collie's (2022) framework of social-emotional need satisfaction, this mixed-methods study investigates how satisfying students' basic needs for autonomy, competence, and relatedness affected their motivation and WTC at an English-medium instruction (EMI) university in China. Students' motivation was conceptualized through the notion of <em>ideal self</em> to include an <em>ideal L2 self</em> and an <em>ideal disciplinary self</em> to represent their desired future self-images as a competent English user and a successful subject expert, respectively. Quantitative results from structural equation modeling of questionnaire responses (<em>N</em> = 746) revealed that satisfying students' needs of autonomy and competence significantly predicted ideal L2 self and WTC, whereas the need of relatedness only predicted ideal disciplinary self. Qualitative analysis of interview data (<em>N</em> = 13) further illustrated distinct influential pathways of satisfying different needs on students' motivation and WTC, situated in specific academic communicative activities. Pedagogical implications are offered to the design of macro-level program, meso-level curriculum, and micro-level classroom teaching to support students' social-emotional needs, foster motivation, and improve WTC for academic communication in EMI higher education.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"78 ","pages":"Article 101582"},"PeriodicalIF":3.4,"publicationDate":"2025-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145159713","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

Generative AI in dissertation writing: L2 doctoral students’ self-reported use, AI-giarism, and perceived training needs 论文写作中的生成人工智能：L2博士生的自我报告使用、人工智能主义和感知的培训需求

IF 3.4 1区文学

Journal of English for Academic Purposes Pub Date : 2025-09-15 DOI: 10.1016/j.jeap.2025.101570

MohammadHamed Hoomanfard, Yaser Shamsi

{"title":"Generative AI in dissertation writing: L2 doctoral students’ self-reported use, AI-giarism, and perceived training needs","authors":"MohammadHamed Hoomanfard, Yaser Shamsi","doi":"10.1016/j.jeap.2025.101570","DOIUrl":"10.1016/j.jeap.2025.101570","url":null,"abstract":"<div><div>Generative Artificial Intelligence (GenAI) has been extensively employed by L2 doctoral students to assist with their dissertation writing. However, little is known about how these students engage with GenAI tools to complete their significant writing tasks in higher education. To address this gap, we conducted a qualitative study exploring L2 doctoral students' self-reported use of GenAI tools for dissertation writing purposes, concerns about AI-induced plagiarism (AI-giarism), and perceived training needs. We interviewed 54 doctoral students from different departments at a public university in the American Central South and applied thematic analysis to explore students’ perspectives. The findings showed that L2 doctoral students use GenAI tools for 18 distinct purposes, which can be categorized into exploration, confirmation, and execution. Two major themes emerged regarding AI-giarism: (1) students' uncertainty about the boundary between legitimate GenAI use and plagiarism, and (2) their dilemma over whether to acknowledge using GenAI in their dissertations. Regarding perceived training needs, students expressed a desire to learn about various GenAI tools suited for specific tasks, effective prompting, addressing plagiarism concerns, and managing data privacy issues.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"78 ","pages":"Article 101570"},"PeriodicalIF":3.4,"publicationDate":"2025-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145060750","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

Are all assignments created equal in EMI? A typology for equity and student engagement 在EMI中所有的作业都是平等的吗？公平和学生参与的类型

IF 3.4 1区文学

Journal of English for Academic Purposes Pub Date : 2025-09-15 DOI: 10.1016/j.jeap.2025.101581

Murod Ismailov

{"title":"Are all assignments created equal in EMI? A typology for equity and student engagement","authors":"Murod Ismailov","doi":"10.1016/j.jeap.2025.101581","DOIUrl":"10.1016/j.jeap.2025.101581","url":null,"abstract":"<div><div>As English Medium Instruction (EMI) continues to expand across non-Anglophone universities, the role of assignment design in shaping equitable content learning outcomes remains underexplored. This study asks: Are all assignments equally effective in EMI? To address this question, it introduces and empirically evaluates a Universal Assignment Design (UAD) typology consisting of six task types (foundational, interpretive, analytical, collaborative, applied, and integrative) designed to support comprehension, engagement, equity and academic language development in multilingual content classrooms. Drawing on a three-year, multi-institutional dataset from Japan, including e-portfolios, post-course reflections, and interviews across CEFR A2–C2 levels, the study examines how assignment types influence student participation and perceived learning. Results show that while foundational and collaborative tasks improve linguistic accessibility and confidence, analytical and integrative assignments foster higher order thinking only when carefully scaffolded. Reflective and applied tasks were especially valued for reducing anxiety and supporting self-expression among lower-proficiency learners. Grounded in Universal Design for Learning (UDL), sociocultural theory, and genre-based pedagogy, this typology offers a scalable, evidence-informed framework for EMI practitioners. The study contributes to English for Academic Purposes (EAP) scholarship by bridging the design–performance gap in EMI and identifying assignment strategies that promote inclusive, discipline-sensitive learning across proficiency levels.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"78 ","pages":"Article 101581"},"PeriodicalIF":3.4,"publicationDate":"2025-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145060749","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

Human-AI collaborative reading in academic contexts: An exploratory case study 学术语境下的人类-人工智能协同阅读：一个探索性案例研究

IF 3.4 1区文学

Journal of English for Academic Purposes Pub Date : 2025-09-12 DOI: 10.1016/j.jeap.2025.101571

Dayoung Joo, Diane Belcher

{"title":"Human-AI collaborative reading in academic contexts: An exploratory case study","authors":"Dayoung Joo, Diane Belcher","doi":"10.1016/j.jeap.2025.101571","DOIUrl":"10.1016/j.jeap.2025.101571","url":null,"abstract":"<div><div>The increasing prevalence of generative artificial intelligence (GenAI) in education presents new opportunities and challenges for second language (L2) learners' academic literacy development. While tools like ChatGPT can act as virtual experts, offering immediate feedback and engaging learners in reflective dialogues, little is known about how L2 readers interact with them in their academic practices and how their reading processes evolve. Taking a sociocognitive view, grounded in sociocultural theory and interpreted through the heuristic lens of the Direct and Inferential Mediation (DIME) model of reading comprehension, this exploratory case study examined how one international graduate student engages with GenAI to enhance academic reading. Data were collected over six weeks through screen-recordings of reading sessions, chat logs, stimulated recall interviews, and semi-structured interviews. Findings revealed that ChatGPT functioned as a translator, knowledge facilitator, and strategic partner, reducing reading anxiety while supporting comprehension across key components of the DIME model, such as vocabulary knowledge, background knowledge, inference-making, and reading strategies. Notably, the learner demonstrated a shift in reading approach, moving from an initial dependence on translation toward more strategic engagement with academic texts, including the use of summarization and inference. However, perceived AI limitations, such as questionable reliability and excessively detailed responses, occasionally caused fatigue for the learner. By providing an in-depth exploration of human-AI interaction in academic reading, the study contributes to the growing body of literature on GenAI's role in L2 education, laying the groundwork for future studies on its long-term impact on L2 reading.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"78 ","pages":"Article 101571"},"PeriodicalIF":3.4,"publicationDate":"2025-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145049929","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

Students’ self-determination in using machine translation and generative AI tools for English for academic purposes 学生出于学术目的使用机器翻译和生成人工智能工具的自主权

IF 3.4 1区文学

Journal of English for Academic Purposes Pub Date : 2025-09-12 DOI: 10.1016/j.jeap.2025.101578

Hao Tran , Peter Crosthwaite , Quy Huynh Phu Pham

{"title":"Students’ self-determination in using machine translation and generative AI tools for English for academic purposes","authors":"Hao Tran , Peter Crosthwaite , Quy Huynh Phu Pham","doi":"10.1016/j.jeap.2025.101578","DOIUrl":"10.1016/j.jeap.2025.101578","url":null,"abstract":"<div><div>The rise of machine translation (MT) and generative artificial intelligence (GAI) presents opportunities and challenges for English for Academic Purposes (EAP) instruction. While MT/GAI can support students' learning beyond the classroom, overreliance on MT/GAI may hinder development of essential research and composition skills. Despite some research on MT/GAI's role in self-regulated learning, little is known about students' motivations for its use, and the potential mediating influences of instructional context and discipline. This study applies Self-Determination Theory to examine how autonomy, competence, and relatedness influence students' use of MT/GAI in academic writing. Using a mixed-methods approach, the study compares EAP students in an English as a Second Language context in Australia and an English as a Foreign Language context in Vietnam. An online survey validated through confirmatory factor analysis and discriminant validity testing gathered 416 responses, complemented by interviews with 17 students. Findings reveal a complex interplay between MT/GAI use and students' motivational needs. While students generally report moderate autonomy, competence, and relatedness in using MT/GAI in the survey, mixed-effects regression showed Australian students experienced lower relatedness compared with Vietnamese students, with disciplinary differences also significantly influencing students' perceptions of this construct. Interview data further highlighted diversity and complexity of students' perceptions, variation in EAP instructional approaches and peer-teacher dynamics surrounding MT/GAI. These findings support the need for contextually tailored pedagogical approaches fostering collaboration between institutions, teachers, and students, illustrated through innovations from an Australian EAP course that bridge research and practice in MT/GAI-assisted academic writing.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"78 ","pages":"Article 101578"},"PeriodicalIF":3.4,"publicationDate":"2025-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145049852","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

Unpacking the metagenre of graphical abstracts for scientific communication 解封科学传播的图形摘要元集

IF 3.4 1区文学

Journal of English for Academic Purposes Pub Date : 2025-09-01 DOI: 10.1016/j.jeap.2025.101567

Md Mukibuzzaman Khan, Stephanie Link

{"title":"Unpacking the metagenre of graphical abstracts for scientific communication","authors":"Md Mukibuzzaman Khan, Stephanie Link","doi":"10.1016/j.jeap.2025.101567","DOIUrl":"10.1016/j.jeap.2025.101567","url":null,"abstract":"<div><div>Graphical abstracts (GAs) use multimodal representation to enhance the visibility and accessibility of research across disciplines. While increasingly common in scholarly publishing, little is known about the institutional forces that shape their production. Editorial guidelines function as a metagenre–a parent category that shapes and constrains the conventions of various genres and offers insight into how such frameworks standardize genre features while also allowing for disciplinary variation. This study conducts a metagenre analysis of GA editorial guidelines from 21 life sciences journals to understand how this metagenre is deployed to reinforce as well as modify publication practices in rhetorically strategic ways. Findings indicate that while guidelines define GAs, address the reader-oriented and paratextual purposes of GAs, and establish technical requirements, they lack guidance on the multimodal design process necessary to create compelling GAs that balance simplicity with research integrity. By providing a comprehensive metagenre analysis, this study adds to theoretical discussions of how metagenres articulate values, standardize practices, and shape social action. It also provides pedagogical and practical insights into how GA guidelines can guide individual composing processes.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"77 ","pages":"Article 101567"},"PeriodicalIF":3.4,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144919806","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

Profiling the outcomes of academic discourse socialisation through academic writing: A Q methodology study on student writers’ self-reflections 通过学术写作分析学术话语社会化的结果：学生作家自我反思的Q方法论研究

IF 3.4 1区文学

Journal of English for Academic Purposes Pub Date : 2025-09-01 DOI: 10.1016/j.jeap.2025.101562

Kaixuan Gong , Hongmei Pang

{"title":"Profiling the outcomes of academic discourse socialisation through academic writing: A Q methodology study on student writers’ self-reflections","authors":"Kaixuan Gong , Hongmei Pang","doi":"10.1016/j.jeap.2025.101562","DOIUrl":"10.1016/j.jeap.2025.101562","url":null,"abstract":"<div><div>Academic writing can be viewed as academic discourse socialisation (ADS), wherein learners engage with contextual affordances to adapt their writing, thinking and acting patterns. While the discoursal aspect of ADS outcomes is typically reflected in students' written products, the cognitive and behavioural aspects have yet to be effectively evaluated, despite individual-level evidence from case studies. To holistically explore students' changing writing- and learning-related beliefs and practices as their ADS outcomes, we introduced Q methodology to elicit cohort-level reflections. The same 60-statement Q sorting task was administered twice during an academic English writing course at a Chinese EFL university to 30 undergraduates from one class, followed by Q-based interviews with representative cases. By comparing the students' profiles yielded across two rounds, we identified three primary facets of their ADS outcomes, including advancing formal and rhetorical understanding of academic writing, enhancing awareness of academic source use, and effective use of socialising learning resources. Nevertheless, within a confined EFL learning and writing context, they consistently showed little sense of integration either into tertiary academic culture or into broader academic communities. Round 2 profiles' divergences further implied the variations in ADS outcomes stemming from individuals’ differing perceptions and interactions with contextual affordances.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"77 ","pages":"Article 101562"},"PeriodicalIF":3.4,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145003749","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 3.4 1区文学

Journal of English for Academic Purposes Pub Date : 2025-09-01 DOI: 10.1016/j.jeap.2025.101565

引用次数: 0

Language matters in EMI: Language related episodes in nursing PBL classrooms 语言对EMI的影响：护理PBL课堂中的语言相关事件

IF 3.4 1区文学

Journal of English for Academic Purposes Pub Date : 2025-09-01 DOI: 10.1016/j.jeap.2025.101558

Anna Isabel Fernández-Córdoba , Guzman Mancho-Barés

{"title":"Language matters in EMI: Language related episodes in nursing PBL classrooms","authors":"Anna Isabel Fernández-Córdoba , Guzman Mancho-Barés","doi":"10.1016/j.jeap.2025.101558","DOIUrl":"10.1016/j.jeap.2025.101558","url":null,"abstract":"<div><div>This study investigates the occurrence of Language-Related Episodes (LREs) in English Medium Instruction (EMI) within Problem-Based Learning (PBL) sessions in a Nursing degree programme at a small-to-medium-sized university in Catalonia (Spain). EMI, which uses English as the medium for content instruction, reshapes pedagogical dynamics, often necessitating linguistic support, especially in sociolinguistic contexts like Spain, with low average English proficiency. Using an ethnographic approach, the study examines PBL tutors' and students' language practices from an emic perspective, analysing LREs that emerge during sessions. Five tutors (proficiency levels: B2 [n = 3], C1 [n = 2]) participated, and eight PBL sessions were observed and recorded.</div><div>Findings reveal that students, whose English proficiency ranged from A2 to C1, initiated over 70 % of LREs, reflecting their proactive engagement in seeking linguistic support. Vocabulary and code-switching were the most common focus areas, with a high resolution rate of LREs. Tutors played varied roles in addressing language challenges. C1-level tutors emerged as “language-aware” facilitators, engaging preemptively and reactively in LREs, providing corrective feedback, and leveraging code-switching to support disciplinary literacy. In contrast, “language-elusive” tutors tended to overlook students' linguistic needs. Despite tutors' self-identification as content-focused rather than language instructors, results indicate that their language awareness significantly influences students' development of disciplinary literacy. This research highlights the interplay between language proficiency, instructional support, and the expert role in EMI-PBL contexts, underscoring the importance of fostering language awareness in tutors to enhance EMI implementation.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"77 ","pages":"Article 101558"},"PeriodicalIF":3.4,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144988703","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