Journal of English for Academic Purposes最新文献

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

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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

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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

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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

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

引用次数: 0

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

IF 3.1 1区文学

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

Julie Townsend

引用次数: 0

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

IF 3.1 1区文学

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}

引用次数: 0

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

IF 3.1 1区文学

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}

引用次数: 0

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

IF 3.1 1区文学

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}

引用次数: 0

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

引用次数: 0