Journal of English for Academic Purposes最新文献_第10页

IF 3.4 1区文学

Journal of English for Academic Purposes Pub Date : 2025-10-06 DOI: 10.1016/j.jeap.2025.101587

Haiying Zhan, Xiaofei Lu

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IF 3.4 1区文学

Journal of English for Academic Purposes Pub Date : 2025-10-04 DOI: 10.1016/j.jeap.2025.101585

Natasha Artemeva

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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 Epub Date: 2025-08-31 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}

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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 Epub Date: 2025-09-06 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}

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A comparative study of text characteristics of CET-6, IELTS, and TOEFL reading passages based on computational tools 基于计算工具的大学英语六级、雅思和托福阅读文章文本特征比较研究

IF 3.4 1区文学

Journal of English for Academic Purposes Pub Date : 2025-09-01 Epub Date: 2025-08-05 DOI: 10.1016/j.jeap.2025.101556

Lin Chen, Qingyun Luo

{"title":"A comparative study of text characteristics of CET-6, IELTS, and TOEFL reading passages based on computational tools","authors":"Lin Chen, Qingyun Luo","doi":"10.1016/j.jeap.2025.101556","DOIUrl":"10.1016/j.jeap.2025.101556","url":null,"abstract":"<div><div>This study conducts a multidimensional analysis of reading texts from three major English proficiency tests--CET-6, IELTS, and TOEFL--using computational tools such as Coh-Metrix, VocabProfile, and WordSmith. Based on a corpus of 60 reading passages from each test, the study evaluates text characteristics across five dimensions: vocabulary, syntax, textbase, situation model, and readability. The results reveal significant variations across multiple indices: (a) CET-6 texts demonstrate lower lexical and syntactic complexity but weaker cohesion at the textbase and situation model levels, while TOEFL passages exhibit the highest levels of lexical and syntactic sophistication; (b) IELTS texts occupy an intermediate position, with greater variability in text length; (c) no significant differences were observed across the three tests in terms of L2 Readability, suggesting that these exams may be more comparable in this aspect than previously assumed.</div><div>The findings highlight the interplay between text characteristics and cognitive demands, offering empirical insights for both test development and language education. This study underscores the necessity of adopting a multidimensional approach to assess text complexity, ultimately assisting learners in optimizing test preparation and language acquisition.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"77 ","pages":"Article 101556"},"PeriodicalIF":3.4,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144771285","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

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BALEAP News BALEAP新闻

IF 3.4 1区文学

Journal of English for Academic Purposes Pub Date : 2025-09-01 Epub Date: 2025-09-04 DOI: 10.1016/j.jeap.2025.101565

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Pre-admission EAP course completion as evidence of English language proficiency for university admission: A longitudinal evaluation study 大学入学前EAP课程的完成作为大学入学英语语言能力的证据：一项纵向评估研究

IF 3.4 1区文学

Journal of English for Academic Purposes Pub Date : 2025-09-01 Epub Date: 2025-08-05 DOI: 10.1016/j.jeap.2025.101555

Khaled Barkaoui , Jason Holmes , Saskia Van Viegen

{"title":"Pre-admission EAP course completion as evidence of English language proficiency for university admission: A longitudinal evaluation study","authors":"Khaled Barkaoui , Jason Holmes , Saskia Van Viegen","doi":"10.1016/j.jeap.2025.101555","DOIUrl":"10.1016/j.jeap.2025.101555","url":null,"abstract":"<div><div>To increase the number of international students, a growing number of English-medium universities offer multiple pathways for demonstrating English language proficiency (ELP) as part of the admission process. While the standard practice requires achieving a minimum score on a standardized ELP test, an alternative pathway entails completing one or more pre-admission English for Academic Purposes (EAP) courses successfully. This practice assumes that these students possess ELP levels comparable to those meeting the minimum score on an ELP test and that both pathway groups can anticipate achieving similar levels of academic achievement at university. This longitudinal study examines these assumptions by comparing the academic achievement (i.e., Grade Point Average [GPA]) over ten semesters of undergraduate students admitted to a large Canadian English-medium university after successfully completing pre-admission EAP courses with domestic students and those admitted via IELTS scores. The findings indicated that students admitted through the EAP program initially achieved lower GPA in the first semester. This gap endured throughout the ten semesters, albeit gradually narrowing over time. The implications of these findings are discussed.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"77 ","pages":"Article 101555"},"PeriodicalIF":3.4,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144771286","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

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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 Epub Date: 2025-09-04 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}

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The use of the passive voice in science students’ writing 被动语态在理科生写作中的运用

IF 3.4 1区文学

Journal of English for Academic Purposes Pub Date : 2025-09-01 Epub Date: 2025-08-21 DOI: 10.1016/j.jeap.2025.101561

Jean Parkinson , Lisa Woods

{"title":"The use of the passive voice in science students’ writing","authors":"Jean Parkinson , Lisa Woods","doi":"10.1016/j.jeap.2025.101561","DOIUrl":"10.1016/j.jeap.2025.101561","url":null,"abstract":"<div><div>The passive voice has been discouraged by writing textbooks (Pullum, 2014), yet it remains a key register feature in academic science writing, and is highly frequent in research articles (Leong, 2014, 2020) and undergraduate science textbooks (Luo, 2018). Functionally the passive voice is considered as contributing to logical information structure of the text (Biber et al., 1999; Halliday, 1988) as well as to achieving an objective voice (Ding, 2002). The passive can be difficult to acquire for those for whom English is a second language and is used at lower frequencies by writers using English as a second language (Hinkel, 2002a) .</div><div>The focus of this article is undergraduate science laboratory reports. Using a small corpus of laboratory reports, drawn from the British Academic Written English corpus (BAWE), use of the passive voice by writers of English as a first language (L1) and those writing in English as a second language (L2) was compared with its frequency and use in research articles. L1 writers of undergraduate science laboratory reports were found to use the passive about as frequently as it is used in research articles and textbooks, while L2 writers used it much less frequently.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"77 ","pages":"Article 101561"},"PeriodicalIF":3.4,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144885576","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

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Prioritising authenticity in live lecture comprehension pre-sessional assessment task design 现场讲座理解课前评估任务设计中的真实性优先

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2025-09-01 Epub Date: 2025-07-20 DOI: 10.1016/j.jeap.2025.101554

Stefan O'Grady, Aaron Rotsinger, Mark Carver

{"title":"Prioritising authenticity in live lecture comprehension pre-sessional assessment task design","authors":"Stefan O'Grady, Aaron Rotsinger, Mark Carver","doi":"10.1016/j.jeap.2025.101554","DOIUrl":"10.1016/j.jeap.2025.101554","url":null,"abstract":"<div><div>Where pre-sessional assessments determine student progression, authenticity is crucial to deliver construct validity and support high-stakes progress decisions. However, replicating the natural processes that occur in academic environments poses challenges relating to domain representation and test-taker engagement as well as meeting stakeholder needs such as benchmarking against commercial tests. The current study reports on a project devised to develop an authentic lecture assessment for a pre-sessional programme, informed by a university-wide needs analysis. In the study, 66 students completed a live lecture comprehension task, and data were analysed using classical test theory and many facet Rasch measurement. In addition, students completed a questionnaire which was analysed using stepwise linear regression. Analysis of the lecture transcript was completed to evaluate the suitability of the content for the target level. Results showed that speech rate and vocabulary were appropriate for the assessment objectives, student self-reported comprehension accounted for some test score variance, and the test was reliable. However, many facet Rasch measurement showed the test was only able to categorise test takers into two distinct levels, which was problematic as the pre-sessional needed to multiple levels for schools to make admissions decisions. Recommendations for balancing these challenges in assessment design are presented.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"77 ","pages":"Article 101554"},"PeriodicalIF":3.1,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144665946","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