Journal of English for Academic Purposes最新文献_第2页

Learning in English: A research synthesis on European countries with advanced english skills 英语学习：欧洲国家高级英语技能研究综述

IF 3.4 1区文学

Journal of English for Academic Purposes Pub Date : 2025-09-01 DOI: 10.1016/j.jeap.2025.101564

Penny Heisterkamp, Anja Schüppert, Veerle Baaijen, Marije Michel

{"title":"Learning in English: A research synthesis on European countries with advanced english skills","authors":"Penny Heisterkamp, Anja Schüppert, Veerle Baaijen, Marije Michel","doi":"10.1016/j.jeap.2025.101564","DOIUrl":"10.1016/j.jeap.2025.101564","url":null,"abstract":"<div><div>The purpose of this research synthesis was to map research on students' language skills and content learning in English as medium of instruction (EMI) contexts for countries with advanced English skills and wide use of EMI. Systematic searches resulted in a total of 38 relevant EMI studies conducted on the nine European countries meeting our selection criteria (Austria, Belgium, Denmark, Finland, Germany, Luxembourg, Norway, Sweden, and the Netherlands). The studies identified various language- and comprehension-related challenges for students, but there was no clear (negative or positive) effect of EMI on students' content learning. Participant characteristics differed in how often they were reported on, and the influence of most characteristics was rarely considered in analyses. The studies showed a preference for the use of surveys, self-assessment, non-longitudinal designs, and descriptive statistics, and the majority did not include a comparison condition. To improve our knowledge of effects of EMI on student learning, future research would benefit from (a) considering and reporting participant characteristics carefully, (b) using more objective and specific measures of academic performance, and (c) analysing EMI students’ skills over time and in relation to a comparison condition.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"77 ","pages":"Article 101564"},"PeriodicalIF":3.4,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144931694","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

Advancing principles of systemic functional linguistics in responsive graduate teacher education through design-based research 通过基于设计的研究，推进系统功能语言学原理在响应性研究生教师教育中的应用

IF 3.4 1区文学

Journal of English for Academic Purposes Pub Date : 2025-09-01 DOI: 10.1016/j.jeap.2025.101568

Alissa Blair , Mary A. Avalos

{"title":"Advancing principles of systemic functional linguistics in responsive graduate teacher education through design-based research","authors":"Alissa Blair , Mary A. Avalos","doi":"10.1016/j.jeap.2025.101568","DOIUrl":"10.1016/j.jeap.2025.101568","url":null,"abstract":"<div><div>Within current U.S. and international education contexts, teachers are challenged to support students in meeting subject-area expectations that require increasingly demanding uses of language and literacy in English. The rise of culturally and linguistically diverse (CLD) learners in K-12 classrooms, along with educational policies emphasizing standards, assessment, and accountability requires the preparation of all teachers to serve CLD learners. A growing body of research using Systemic Functional Linguistics (SFL) and Design-Based Research (DBR) to develop and engage teachers in professional learning has been effective in supporting CLD learners' language and literacy development. This paper examines how DBR supported the iterative development of instructional principles informed by SFL in a graduate program for in-service secondary teachers. Course documents, course artifacts, and programmatic data for two cohorts of secondary teachers were analyzed to respond to teachers' SFL learning needs and drive course revisions. Findings show how the DBR process supported and refined SFL-informed principles to address teachers' professional learning needs and affirm SFL's value for a meaning-based, content-focused approach. Refined principles and course revisions addressed teachers' nuanced content area differences, constrained teaching contexts, incorporation of culturally responsive teaching, and knowledge of instruction for disciplinary discourses.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"77 ","pages":"Article 101568"},"PeriodicalIF":3.4,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145003750","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

Investigating routine and adaptive expertise of experienced teachers in English for academic purposes writing 研究学术英语写作经验教师的日常和适应性专业知识

IF 3.4 1区文学

Journal of English for Academic Purposes Pub Date : 2025-08-27 DOI: 10.1016/j.jeap.2025.101566

Zhenjie Weng

{"title":"Investigating routine and adaptive expertise of experienced teachers in English for academic purposes writing","authors":"Zhenjie Weng","doi":"10.1016/j.jeap.2025.101566","DOIUrl":"10.1016/j.jeap.2025.101566","url":null,"abstract":"<div><div>This classroom-based case study explores how experienced English for Academic Purposes (EAP) writing teachers apply their routine and adaptive expertise in an EAP composition program. Particularly, the study involves two experienced EAP writing teachers and examines their instructional strategies, focusing on how they navigated the pre-established curriculum with their rich teaching backgrounds. Data collection include classroom observations, reflective journals, and semi-structured interviews, capturing how these teachers deployed and adapted their routine expertise in a new teaching environment and responded to prescribed course materials and content. Findings indicate that while the teachers are well-versed in student-centered pedagogies and process-oriented writing instruction, they exhibited adaptive expertise by critically evaluating and modifying program-imposed materials. The research illustrates that routine and adaptive expertise are cooperative and symbiotic. Routine expertise serves as the foundation, enabling the development of adaptive expertise used to address teaching challenges and student needs dynamically. Implications of this study are comprehensive: informing future research, EAP writing teacher education, and professional development.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"77 ","pages":"Article 101566"},"PeriodicalIF":3.4,"publicationDate":"2025-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144908544","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 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 : 2025-08-21 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":"2025-08-21","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}

引用次数: 0

Multilevel engagement in academic L2 reading: Developing and validating a scale 学术二语阅读的多层次参与：量表的开发与验证

IF 3.4 1区文学

Journal of English for Academic Purposes Pub Date : 2025-08-21 DOI: 10.1016/j.jeap.2025.101563

Maryam Zandi , Hiwa Weisi , Sarah Mercer

{"title":"Multilevel engagement in academic L2 reading: Developing and validating a scale","authors":"Maryam Zandi , Hiwa Weisi , Sarah Mercer","doi":"10.1016/j.jeap.2025.101563","DOIUrl":"10.1016/j.jeap.2025.101563","url":null,"abstract":"<div><div>This study aimed to develop and validate four self-report questionnaires related to four contextual levels of academic L2 reading engagement, namely, activity, session, course, and out-of-class, each incorporating behavioral, cognitive, and affective dimensions of engagement. The activity-level scale measured students' engagement in an L2 reading comprehension activity, which lasted several minutes; the session-level scale assessed students' engagement in academic L2 reading during class time lasting approximately 1–2 h; the course-level scale evaluated students' engagement in academic L2 reading in the classroom setting throughout a single academic term; and the out-of-class-level scale looked at students' engagement in the course-related academic L2 reading materials outside the class over the duration of the same academic term. To generate items, the researchers primarily drew on the engagement literature and adapted items from existing scales. Various processes were employed to refine the items and confirm their content validity, including expert reviews, focus group interviews, and pilot testing. Through Exploratory Factor Analysis (EFA), a three-factor structure, comprising behavioral, cognitive, and affective engagement factors, was identified for each scale level. Following this, each structure was analyzed as both a first-order and second-order factor model through Confirmatory Factor Analysis (CFA), resulting in a satisfactory model fit. Additionally, the convergent and discriminant validity of the structures, along with the composite reliability and Cronbach's alpha reliability of the scales, were established. These scales make a valuable contribution to the field of L2 engagement, enabling a multilevel and multifaceted investigation of learners' L2 reading engagement.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"77 ","pages":"Article 101563"},"PeriodicalIF":3.4,"publicationDate":"2025-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144879869","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

Beyond the silence: Exploring the nexus between EAP students’ personality traits and participation in university classrooms 超越沉默：探索EAP学生个性特征与大学课堂参与之间的关系

IF 3.4 1区文学

Journal of English for Academic Purposes Pub Date : 2025-08-14 DOI: 10.1016/j.jeap.2025.101559

Jenny Steele

{"title":"Beyond the silence: Exploring the nexus between EAP students’ personality traits and participation in university classrooms","authors":"Jenny Steele","doi":"10.1016/j.jeap.2025.101559","DOIUrl":"10.1016/j.jeap.2025.101559","url":null,"abstract":"<div><div>Against a background of continuing interest in language and identity, this study examines the interplay between language, personality traits, and classroom engagement. Drawing on the theoretical concepts of positioning, investment, and cultural capital, it seeks to understand how international students who have completed an EAP programme navigate their sense of self in various settings. Perspectives and insights were gathered from international postgraduates, EAP tutors, and academic lecturers in a Scottish university. Data from semi-structured interviews were analysed using strategies from grounded theory, exemplifying key themes which connected to the social constructionist framework. Findings indicate that the prevailing expectations of interactive UK classrooms can present challenges for learners from diverse educational backgrounds. This type of environment may also be unsuited to those who prefer independent work and time to reflect in lessons. Instructors demonstrated a degree of understanding as to why users of other languages sometimes choose to remain quiet, and tried to avoid negative labelling. However, there were still underlying assumptions about what constitutes ‘valid’ participation. The paper concludes with implications for pedagogy and policy, underscoring the need for inclusive approaches which value different personalities and learning styles. By reassessing the interpretation of silence, it contributes to a counter-narrative around ‘quiet’ students which moves beyond deficit-based approaches.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"77 ","pages":"Article 101559"},"PeriodicalIF":3.4,"publicationDate":"2025-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144841247","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

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Journal of English for Academic Purposes Pub Date : 2025-08-13 DOI: 10.1016/j.jeap.2025.101560

Ugilkhon Kakilova, Ulugbek Nurmukhamedov

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A meaning-based academic vocabulary list 一个基于意义的学术词汇表

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Journal of English for Academic Purposes Pub Date : 2025-08-06 DOI: 10.1016/j.jeap.2025.101557

Tongxi Gong , Lei Liu , Jianjun Shi , Yi Guo

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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 : 2025-08-05 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":"2025-08-05","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}

引用次数: 0

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 : 2025-08-05 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":"2025-08-05","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}

引用次数: 0