Journal of English for Academic Purposes最新文献

Navigating assessment tensions in English-medium instruction (EMI) courses

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2024-11-18 DOI: 10.1016/j.jeap.2024.101455

Mo Li , Rui Yuan , Kailun Wang

{"title":"Navigating assessment tensions in English-medium instruction (EMI) courses","authors":"Mo Li , Rui Yuan , Kailun Wang","doi":"10.1016/j.jeap.2024.101455","DOIUrl":"10.1016/j.jeap.2024.101455","url":null,"abstract":"<div><div>While existing literature has delved into the critical role of assessment in effective teaching and highlighted the complexities it introduces to classroom dynamics, there is relatively little discussion about assessment issues in English-medium instruction (EMI) settings. This Researching EAP Practice article presents the distinct tensions faced by two EMI teachers and their coping strategies at a top Chinese university amid ongoing EMI curriculum reform since 2020. Drawing on findings from classroom observation and semi-structured interviews, the paper identifies three sources of EMI assessment tensions: the interplay between language and content, the clash between teachers' sense of responsibility and students' language proficiency, and the conflict between teachers’ assessment beliefs and institutional policies and cultures. The coping strategies suggested are categorized into language-related, pedagogical, and compromising approaches. The paper concludes with thoughtful pedagogical recommendations for alleviating these tensions, emphasizing the necessity for collaborative efforts among various stakeholders involved in the educational process.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"73 ","pages":"Article 101455"},"PeriodicalIF":3.1,"publicationDate":"2024-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142743684","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

A situated analysis of English-medium education in a private business university: Insights from the ROAD-MAPPING framework 对一所私立商业大学英语教学的情景分析：ROAD-MAPPING 框架的启示

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2024-11-01 DOI: 10.1016/j.jeap.2024.101457

Rhona Patricia Lohan , Emma Dafouz

{"title":"A situated analysis of English-medium education in a private business university: Insights from the ROAD-MAPPING framework","authors":"Rhona Patricia Lohan , Emma Dafouz","doi":"10.1016/j.jeap.2024.101457","DOIUrl":"10.1016/j.jeap.2024.101457","url":null,"abstract":"<div><div>As English-medium education (EME) expands globally, this paper focuses on the need for a situated analysis of the contextual factors possibly influencing students' English language development at a private business university in Spain. Using the ROAD-MAPPING framework (Dafouz & Smit, 2016) as an analytical and theoretical model, the study highlights the sociolinguistic dynamics that can affect student English proficiency in such EME programmes. Focusing on two different cohorts (English-medium and Spanish-medium degree students), with varying levels of training in English for Academic Purposes (EAP), our analysis suggests that this private university's efforts to organise regular interdepartmental meetings between content lecturers and EAP professionals contributes to improvements in classroom practices and course syllabi relating to disciplinary language learning in English. Moreover, by viewing internationalisation as central to university life, and emphasising the importance of English to achieve it, the study shows how an international stance also shapes students' disciplinary language development. The active promotion of EAP programmes for the whole student population, irrespective of the language of instruction, underscores their crucial role in this private business university. Finally, the paper closes with suggestions for further research in the form of emerging questions using the ROAD-MAPPING framework.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"72 ","pages":"Article 101457"},"PeriodicalIF":3.1,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142702207","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}

引用次数: 0

Examining teacher-written conference abstracts: Rhetorical functions and syntactic complexity features 研究教师撰写的会议摘要：修辞功能和句法复杂性特征

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2024-11-01 DOI: 10.1016/j.jeap.2024.101454

Nazlinur Gokturk , Aysel Saricaoglu

{"title":"Examining teacher-written conference abstracts: Rhetorical functions and syntactic complexity features","authors":"Nazlinur Gokturk , Aysel Saricaoglu","doi":"10.1016/j.jeap.2024.101454","DOIUrl":"10.1016/j.jeap.2024.101454","url":null,"abstract":"<div><div>This study explored the characteristics of accepted conference abstracts (CAs) written by language teachers for a large-scale national conference on English Language Teaching (Best Practices in Language Education Conference; BEST) compared to those produced by researchers or teacher-researchers for the teaching-oriented strands of a large-scale international conference on Applied Linguistics (American Association of Applied Linguistics Conference; AAAL). The comparative analysis focused on three rhetorical features of the abstracts (move-step realization, embeddedness, and sequence) and move-specific syntactic complexity features. Adopting the CA move/step framework of Yoon and Casal (2020a), we examined rhetorical functions and syntactic features in 60 abstracts from each conference: all BEST abstracts and the abstracts accepted to the two pedagogy-oriented strands of the AAAL conference. Our findings generally indicate prominent differences between BEST and AAAL writers in their use of moves, steps, and embedded steps. They also show differences between the two groups in terms of the use of some syntactic measures, such as the length of sentences and the use of complex nominals. These findings contribute to a better understanding of the characteristics of the CA genre and provide insight into language teachers’ research literacy with a focus on CA writing, which may be useful for the development of evidence-based CA writing guidelines for teachers.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"72 ","pages":"Article 101454"},"PeriodicalIF":3.1,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142702809","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

“Contrary to findings from previous studies …”: Paradigmatic and ethnolinguistic influences on disagreement negotiation in research article discussions "与以往研究结果相反......"：范式和民族语言对研究文章讨论中分歧协商的影响

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2024-11-01 DOI: 10.1016/j.jeap.2024.101456

Chen Ming, Wang Wenbin

{"title":"“Contrary to findings from previous studies …”: Paradigmatic and ethnolinguistic influences on disagreement negotiation in research article discussions","authors":"Chen Ming, Wang Wenbin","doi":"10.1016/j.jeap.2024.101456","DOIUrl":"10.1016/j.jeap.2024.101456","url":null,"abstract":"<div><div>Academic disagreement is integral to knowledge construction in academic writing. The present study reports on a two-level analysis of academic disagreement in discussion sections from an integration of cross-linguistic and cross-paradigmatic perspectives. Based on a corpus of 80 applied linguistic research articles (RAs), this study examined whether functional components and engagement realizations of academic disagreement differed between Chinese and English RAs and between quantitative and qualitative RAs. Results demonstrated that English RAs negotiated with alternative views more often than Chinese RAs. Quantitative RAs more frequently settled academic disagreement with detailed explanations or supportive evidence than qualitative RAs. Chinese qualitative RAs differed markedly from other RA groups. These differences were attributable to culturally preferred discursive strategies, paradigmatically valued epistemological norms, and socially oriented views of the scientific approach. This study sheds light on how to implement interpersonal strategies to manage scholarly disagreement in different varieties of academic writing.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"72 ","pages":"Article 101456"},"PeriodicalIF":3.1,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142662363","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

Noun phrase complexity in English integrated writing placement test responses 英语综合写作分级测试答案中的名词短语复杂性

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2024-10-22 DOI: 10.1016/j.jeap.2024.101452

Phuong Nguyen

{"title":"Noun phrase complexity in English integrated writing placement test responses","authors":"Phuong Nguyen","doi":"10.1016/j.jeap.2024.101452","DOIUrl":"10.1016/j.jeap.2024.101452","url":null,"abstract":"<div><div>Research has shown that the use of noun phrases is a salient characteristic favored in academic writing (Biber et al., 2011; Biber & Gray, 2011; Parkinson & Musgrave, 2014). Although studies have examined the structure of noun phrases, further research is needed to deepen our understanding of noun phrase complexity in order to inform the instructional content of academic writing courses. In response to this need and the call for more empirical evidence for the developmental stages for complexity features proposed by Biber et al. (2011), this study aimed to investigate differences in the use of noun modifiers among second language learners of English at varying proficiency levels. A corpus consisting of 286 essays, written by international students in response to an English integrated writing placement test, was analyzed for grammatical structures of noun phrases. Results indicated that more proficient writers employed significantly more attributive adjectives, prepositional phrases, finite relative clauses with non-animate head nouns, and nonfinite relative clauses. These findings support previous research on the relationship between writing proficiency and the use of noun modifiers and provide implications for both academic writing instruction and the development of writing assessment criteria.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"72 ","pages":"Article 101452"},"PeriodicalIF":3.1,"publicationDate":"2024-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142528251","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

Developing advanced citation skills: A mixed-methods approach to corpus technology training for novice researchers 开发高级引文技能：采用混合方法对研究新手进行语料库技术培训

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2024-10-18 DOI: 10.1016/j.jeap.2024.101451

Jiahao Yan, Qing Ma

{"title":"Developing advanced citation skills: A mixed-methods approach to corpus technology training for novice researchers","authors":"Jiahao Yan, Qing Ma","doi":"10.1016/j.jeap.2024.101451","DOIUrl":"10.1016/j.jeap.2024.101451","url":null,"abstract":"<div><div>In contrast with most existing corpus technology (CT) studies which focus primarily on general vocabulary and grammar learning, this study investigates the effectiveness of CT in addressing challenges encountered by novice researchers in improving an advanced linguistic skill in EAP writing: using reporting verbs to express rhetorical functions in citations in literature reviews. An eight-week CT training programme featuring a practical framework of the rhetorical functions of citations and utilising the Parallel EAP Corpora was implemented for 50 Chinese postgraduate students who were L2 English users. A mixed-methods approach was adopted. Paired-samples t-tests demonstrated statistically significant improvement with medium effect sizes in the frequency and diversity of reporting verb usage in citations, as well as in the complexity of expressing rhetorical functions of citations. These findings were further corroborated by corpus-aided descriptive statistical and textual analyses. Questionnaire data and interviews further revealed students' positive evaluations towards the training informed by the Parallel EAP Corpora, which facilitated participants' learning in various ways. These findings hold substantial value for EAP pedagogy, indicating that the incorporation of pedagogically sound CT training can significantly improve novice researchers’ development of academic discourse through nuanced citation practices and advanced rhetorical strategies for composing literature reviews.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"72 ","pages":"Article 101451"},"PeriodicalIF":3.1,"publicationDate":"2024-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142528253","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}

引用次数: 0

Writing a successful applied linguistics conference abstract: The relationship between stylistic and linguistic features and raters’ evaluations 成功撰写应用语言学会议摘要：文体和语言特点与评分者评价之间的关系

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2024-10-14 DOI: 10.1016/j.jeap.2024.101450

Matt Kessler , Caitlin Cornell , J. Elliott Casal , Detong Xia

{"title":"Writing a successful applied linguistics conference abstract: The relationship between stylistic and linguistic features and raters’ evaluations","authors":"Matt Kessler , Caitlin Cornell , J. Elliott Casal , Detong Xia","doi":"10.1016/j.jeap.2024.101450","DOIUrl":"10.1016/j.jeap.2024.101450","url":null,"abstract":"<div><div>The conference abstract (CA) is a promotional genre that is vital to academic success. However, composing a high-quality abstract can be challenging for both first (L1) and second language (L2) writers. Some researchers have performed contrastive analyses of accepted/rejected CAs, yet few studies have analyzed the extent to which different stylistic and linguistic features can predict reviewers' scores. The current study furthers this line of inquiry, while also responding to scholars' recent calls for more replication work in the fields of applied linguistics and second language acquisition. Using a corpus of 304 abstracts from an applied linguistics conference, the current study is an approximate replication that analyzes the extent to which 32 variables are predictive of CA raters’ evaluations. Data analyses consisted of multiple stages, including examining the relationships between CA scores and nine stylistic variables (e.g., rhetorical moves, study completeness) and 23 linguistic variables (e.g., grammatical errors, and lexical and syntactic complexity measures). Statistically significant variables were then entered into a regression model. Results suggest that seven variables accounted for approximately 25 percent of CA scores. The pedagogical implications of these findings are discussed for L1/L2 writers, along with future research directions.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"72 ","pages":"Article 101450"},"PeriodicalIF":3.1,"publicationDate":"2024-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142528252","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

From words to senses: A sense-based approach to quantitative polysemy detection across disciplines 从词语到意义：基于感官的跨学科多义词定量检测方法

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2024-10-12 DOI: 10.1016/j.jeap.2024.101449

Wenshu Geng , Maocheng Liang

{"title":"From words to senses: A sense-based approach to quantitative polysemy detection across disciplines","authors":"Wenshu Geng , Maocheng Liang","doi":"10.1016/j.jeap.2024.101449","DOIUrl":"10.1016/j.jeap.2024.101449","url":null,"abstract":"<div><div>Interdisciplinary polysemy refers to the phenomenon in which a word is understood and used differently across disciplines or fields. Nuanced variations in word meanings pose a significant challenge to effective communication and knowledge integration, especially in academic and professional settings. To address these issues, we propose the Interdisciplinary Polysemy Detection (IPD) method, which streamlines the identification of polysemous words by making the process more automatic, objective and efficient. IPD not only identifies polysemous words but also quantifies the extent of semantic variation within and across disciplines, providing deeper insights into the scale and nature of meaning shifts in different contexts. The evaluation results demonstrate that IPD can identify interdisciplinary polysemy effectively, showing heightened sensitivity to subtle differences in word senses. This sensitivity makes IPD a useful tool for both researchers and educators, helping to improve communication across fields and contributing to the development of more tailored pedagogical resources. The broader implications of this method may extend to enhancing the understanding of semantic variation in interdisciplinary research and advancing knowledge transfer between specialised domains.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"72 ","pages":"Article 101449"},"PeriodicalIF":3.1,"publicationDate":"2024-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142528250","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

Developing a genre-based research article reading module for undergraduate students 为本科生开发基于体裁的研究文章阅读模块

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2024-10-01 DOI: 10.1016/j.jeap.2024.101448

Guangsa Jin, Chenle Li, Ya Sun

{"title":"Developing a genre-based research article reading module for undergraduate students","authors":"Guangsa Jin, Chenle Li, Ya Sun","doi":"10.1016/j.jeap.2024.101448","DOIUrl":"10.1016/j.jeap.2024.101448","url":null,"abstract":"<div><div>Although research articles (henceforth RA) have been widely used in undergraduate teaching as assigned readings or supplementary teaching materials, studies addressing students' challenges in RA reading are infrequent. We conducted a two-cycle action research to examine the effect of genre instruction on RA reading comprehension of Year 3 and 4 undergraduate students in economics. In Cycle 1, students (n = 34) were introduced to move structures of conventional sections, including Introduction, Method, Results, Discussion, and Conclusion; in Cycle 2, students (n = 34) were introduced to a discipline-specific move model of economics. Apart from the conventional sections, the model used in Cycle 2 also describes the rhetorical structure of discipline-specific sections, such as Theoretical Model, Econometric Model, Robustness, and Mechanisms. Summary writing and multiple-choice tests were used to measure students' improvements in reading comprehension. The findings show that Cycle 2 instruction significantly improved students’ performance in summary writing (medium effect size) and multiple-choice tests (small effect size), whereas Cycle 1 instruction did not. Also, fewer students in Cycle 2 perceived cognitive overload challenges than their peers in Cycle 1. The findings can be useful for EAP practitioners teaching similar cohorts of students.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"72 ","pages":"Article 101448"},"PeriodicalIF":3.1,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142425174","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

The effect of intralingual live subtitling on students’ performance and perception in EMI lectures in Flanders: A pilot study 在佛兰德斯的 EMI 讲座中，内部语言实时字幕对学生表现和感知的影响：试点研究

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2024-09-17 DOI: 10.1016/j.jeap.2024.101445

Yanou Van Gauwbergen, Isabelle S. Robert, Iris Schrijver

{"title":"The effect of intralingual live subtitling on students’ performance and perception in EMI lectures in Flanders: A pilot study","authors":"Yanou Van Gauwbergen, Isabelle S. Robert, Iris Schrijver","doi":"10.1016/j.jeap.2024.101445","DOIUrl":"10.1016/j.jeap.2024.101445","url":null,"abstract":"<div><p>One of the challenges in higher education is providing educational access to an increasingly multilingual and multicultural student population. Universities are therefore considering using English as language of instruction (EMI), but students' limited proficiency in English can be a drawback. Live subtitling might help to overcome this language barrier. The aim of this article is to report on (1) whether these subtitles influence their performance and (2) how university students in Flanders perceive EMI lectures with intralingual live subtitles. This has been investigated during five 2-h Marketing lectures taught in English to students of Economics who have Dutch as mother tongue (27% bilingual). The live subtitling was produced in each lecture in real time through respeaking during two lecture fragments of approximately 25 min. Quantitative and qualitative data have been collected using (1) online language tests, consisting of a certified listening test and vocabulary test to determine the students’ English proficiency; (2) an online demographics questionnaire (e.g. mother tongue and self-reported proficiency in English); (3) tests after each lecture about the content and perception of the lecture. The findings show that, on average, students performed noticeably better in a comprehension test when given intralingual live subtitles.</p></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"72 ","pages":"Article 101445"},"PeriodicalIF":3.1,"publicationDate":"2024-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142272665","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