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

Incubating a scholarly writer: Academic socialization of an MA student through writing for international publication 培养学术作家：通过为国际出版物写作的硕士生学术社会化

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2025-05-01 DOI: 10.1016/j.jeap.2025.101516

Junjing Jiang , Pei Soo Ang , Meng Huat Chau , Xiangdong Gu , Murad Abdu Saeed

{"title":"Incubating a scholarly writer: Academic socialization of an MA student through writing for international publication","authors":"Junjing Jiang , Pei Soo Ang , Meng Huat Chau , Xiangdong Gu , Murad Abdu Saeed","doi":"10.1016/j.jeap.2025.101516","DOIUrl":"10.1016/j.jeap.2025.101516","url":null,"abstract":"<div><div>Although writing for publication has been recognized to be beneficial for students' learning of disciplinary writing and integration into academic communities, documentation and examination of their developmental process during the publishing practice are still few. Little is known about how novices learn and grow as emerging scholarly writers in the process of producing a publishable text. Informed by the language socialization theory, this paper reports the findings of a case study of a master's student's first international publishing experience at a university in a non-English dominant context, China. Multiple types of narrative and textual data were collected. The findings suggest that the changing conceptualization of “publishability” impacts the student's writing in significant ways. Specifically, the study shows how the student's prior socialization experiences and the sociopolitical force of publication intertwined with multifaceted academic interactions led to her increased understanding about some cultural knowledge behind “publishability”. The study provides useful implications for research and practice in academic writing for publication.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"75 ","pages":"Article 101516"},"PeriodicalIF":3.1,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143895602","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 dynamics of building academic writing knowledge in interaction 在互动中建立学术写作知识的动态

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2025-05-01 DOI: 10.1016/j.jeap.2025.101518

Kathrin Kaufhold

{"title":"The dynamics of building academic writing knowledge in interaction","authors":"Kathrin Kaufhold","doi":"10.1016/j.jeap.2025.101518","DOIUrl":"10.1016/j.jeap.2025.101518","url":null,"abstract":"<div><div>Becoming expert academic writers requires students to develop understanding, awareness and skills with regards to discipline-specific discourses. To develop such knowledge, talk around drafts is essential. Various studies traced how students develop knowledge about and of academic writing, but few explored how such knowledge is invoked and developed in interaction. The study therefore investigates the dynamics of introducing and using academic writing knowledge when tackling writing issues in interaction. The interaction is situated in a facilitated writing group – an important yet under-researched arena for talk around text. The data consist of video-recordings of group meetings with six postgraduate students who use English as an additional language, collected over 8 weeks at a Swedish university. To investigate how knowledge was introduced and used in the group, the study takes a socio-cultural perspective and applies the Vygotskian notion of cultural tools combined with discourse analytic approaches. The analysis shows how students draw on complex techniques to negotiate academic writing knowledge. Their interactional text work oscillates between abstract norms and concrete texts. Concepts of academic writing (e.g. research aim) are partly unpacked frontstage in the group, and partly backstage in individual notes. The results call for extending genre-pedagogic approaches of learning by discovery.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"75 ","pages":"Article 101518"},"PeriodicalIF":3.1,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143886754","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 for JEAP May 2025Introducing Hannah Jones, new Chair of BALEAP 2025年5月BALEAP新闻介绍Hannah Jones， BALEAP的新主席

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2025-05-01 DOI: 10.1016/j.jeap.2025.101519

Hannah Jones

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Discussing limitations in disciplinary writing: Self-reported limitations and self-justifications 讨论学科写作的局限性：自我报告的局限性和自我辩护

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2025-04-22 DOI: 10.1016/j.jeap.2025.101513

Hui Zhou , Feng Kevin Jiang

{"title":"Discussing limitations in disciplinary writing: Self-reported limitations and self-justifications","authors":"Hui Zhou , Feng Kevin Jiang","doi":"10.1016/j.jeap.2025.101513","DOIUrl":"10.1016/j.jeap.2025.101513","url":null,"abstract":"<div><div>While acknowledging research limitations can be challenging, a candid and unbiased discussion of them exhibits scientific integrity and promotes academic progress. However, few studies have examined how writers across different disciplines might acknowledge and justify limitations in their research articles (RAs) in similar or divergent ways. This study, therefore, aims to analyze how RA writers from different fields self-report and justify limitations and how they use metadiscourse to rhetorically mediate these discussions. Drawing on the sentence-level annotations of limitation steps and corpus-based concordance of stance and engagement markers in the corpus of 400 RAs sampled from four disciplines—History, Management, Biology and Medicine—the study identified significant differences in the ways that scholars managed to maintain study transparency and legitimize limitations. Statistical and textual analyses revealed notable cross-disciplinary differences in the discussion of limitations pertaining to internal and external validity, and self-justifications regarding future research prospects, follow-up measures and situ-constraints. There were also discrepancies in the use of stance markers between pure and applied disciplines, and divergences in the use of engagement markers between soft and hard sciences. The observed variability reflects the distinct knowledge practices, epistemological orientations, levels of authorial intrusion and reader awareness across disciplines.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"75 ","pages":"Article 101513"},"PeriodicalIF":3.1,"publicationDate":"2025-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143854394","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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From entry to excellence: Exploring relationships between admission pathways, disciplinary areas of study, and EAL international undergraduate students’ academic success in New Zealand 从入门到卓越：探索录取途径、学科领域和EAL国际本科生在新西兰的学业成功之间的关系

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2025-04-18 DOI: 10.1016/j.jeap.2025.101517

Xina Jin, Rachael Ruegg, Averil Coxhead

{"title":"From entry to excellence: Exploring relationships between admission pathways, disciplinary areas of study, and EAL international undergraduate students’ academic success in New Zealand","authors":"Xina Jin, Rachael Ruegg, Averil Coxhead","doi":"10.1016/j.jeap.2025.101517","DOIUrl":"10.1016/j.jeap.2025.101517","url":null,"abstract":"<div><div>This study aims to identify whether EAL international students’ academic success is related to their university entry pathways and disciplinary areas of study in an English-speaking context. Academic performance records, including Grade Point Average (GPA) scores and percentage of enrolled academic points achieved, of 511 English as an additional language (EAL) undergraduate students over a six-semester period of study were analysed at a university in New Zealand. The results indicated that students who commenced undergraduate studies by passing standardized English tests (e.g., IELTS) outperformed their counterparts in GPA, while those who completed an English for Academic Purposes (EAP) programme showed rapid academic adjustment after one semester of immersive study. Overall, students who were exempt from providing proof of English proficiency due to prior English-medium experience performed the lowest. Although no significant differences were found across disciplinary groups, students in science and engineering fields consistently performed better than their peers in both GPA and academic points achievement rate. Conversely, students in the architecture and design fields performed the lowest among all. The findings suggest that both university entry pathways and disciplinary areas are linked to the divergent academic performance of EAL students, with the relationship between entry pathways and their performance being more pronounced. The study suggests that, in addition to providing continuous academic support, it may be necessary to adjust admission requirements to ensure comparable learning outcomes among EAL international students.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"75 ","pages":"Article 101517"},"PeriodicalIF":3.1,"publicationDate":"2025-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143844766","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

Metadiscursive nouns in academic argument: ChatGPT vs student practices 学术论辩中的元引语名词：ChatGPT与学生实践

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2025-04-13 DOI: 10.1016/j.jeap.2025.101514

Feng (Kevin) Jiang , Ken Hyland

{"title":"Metadiscursive nouns in academic argument: ChatGPT vs student practices","authors":"Feng (Kevin) Jiang , Ken Hyland","doi":"10.1016/j.jeap.2025.101514","DOIUrl":"10.1016/j.jeap.2025.101514","url":null,"abstract":"<div><div>The ability of ChatGPT to create grammatically accurate and coherent texts has generated considerable anxiety among those concerned that students might use such large language models (LLMs) to write their assignments. The extent to which LLMs can mimic human writers is starting to be explored, but we know little about their ability to use nominal resources to create effective academic texts. This study investigates metadiscursive nouns in argumentative essays, comparing how ChatGPT and university students employ these devices to organise text, express stance, and construct persuasive arguments. By analysing 145 essays from each source, we examine the syntactic patterns, interactive functions, and interactional uses of metadiscursive nouns. The analysis reveals that while overall frequencies were similar, ChatGPT has distinct preferences for simpler syntactic constructions (particularly the <em>determiner + N</em> pattern) and relies heavily on anaphoric references, whereas students demonstrate more balanced syntactic distribution and greater use of cataphoric references. Interactionally, ChatGPT prefers manner nouns for descriptive precision, while students favour status nouns for evaluative reasoning and evidential nouns for empirical grounding. These findings show that, while structurally coherent, LLM-generated texts often lack the rhetorical flexibility and evaluative sophistication of human academic writing, offering valuable insights for EAP pedagogy.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"75 ","pages":"Article 101514"},"PeriodicalIF":3.1,"publicationDate":"2025-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143824428","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 first-year Chinese doctoral students’ metacognitive awareness and self-efficacy in an L2 genre-based academic writing course 探究一年级中国博士生在以第二语言体裁为基础的学术写作课程中的元认知意识和自我效能感

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2025-04-13 DOI: 10.1016/j.jeap.2025.101515

Jing Chen, Qian Zhu

{"title":"Exploring first-year Chinese doctoral students’ metacognitive awareness and self-efficacy in an L2 genre-based academic writing course","authors":"Jing Chen, Qian Zhu","doi":"10.1016/j.jeap.2025.101515","DOIUrl":"10.1016/j.jeap.2025.101515","url":null,"abstract":"<div><div>This qualitative case study (<em>N</em> = 11) explores first-year Chinese doctoral students' metacognitive awareness of task perception and self-efficacy in academic writing. Drawing on data from learning journals in a L2 genre-based writing course for doctoral students in sciences, this study identified a continuum of stages in their reported self-efficacy for academic writing, including low, balanced, and emerging self-efficacy. Students' descriptions of metacognitive awareness of task perception encompassed awareness of rhetorical, content, and linguistic considerations. Analyses of how students reported metacognitive awareness of task perception and their self-efficacy revealed that low self-efficacy tended to co-occur with relatively sophisticated metacognitive awareness of rhetorical considerations, while emerging, positive self-efficacy seemed to co-occur with metacognitive awareness of content or language conventions. The study reveals the first-year doctoral students' miscalibration of self-efficacy for academic writing, posing a potential challenge for English for Academic Purposes (EAP) writing instructors to address in genre-based writing instruction. It also demonstrates the crucial role of mastery experience, vicarious experience, and emotional states in enhancing students’ academic writing self-efficacy, suggesting the necessity of providing opportunities for students to achieve success in writing, observe peers, and obtain positive feedback in L2 genre-based writing classrooms.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"75 ","pages":"Article 101515"},"PeriodicalIF":3.1,"publicationDate":"2025-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143824427","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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Understanding “the” in L2 writing: Article use in formulaic sequences among beginning and intermediate Chinese learners of English 对二语写作中“the”的理解：初级和中级英语学习者的套语序列文章使用

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2025-04-11 DOI: 10.1016/j.jeap.2025.101512

Detong Xia , Hye K. Pae

{"title":"Understanding “the” in L2 writing: Article use in formulaic sequences among beginning and intermediate Chinese learners of English","authors":"Detong Xia , Hye K. Pae","doi":"10.1016/j.jeap.2025.101512","DOIUrl":"10.1016/j.jeap.2025.101512","url":null,"abstract":"<div><div>This study investigates the use of articles in formulaic sequences in L2 English writing by Chinese learners, focusing on both target sequences and ungrammatical instances. Writing samples from two learner corpora were analyzed, one at the beginning level (N = 802,974 words) and the other at the intermediate level (N = 803,008 words), derived from the EF Cambridge Open Language Database. The learner corpora were analyzed for article-embedded formulaic sequences, which had previously been identified as fundamental expressions in academic speaking and writing. The core expression approach was used to identify errors related to articles, which were categorized as omission, addition, and misformation errors. Error types in both learner corpora were analyzed both quantitatively and qualitatively. The findings indicated that intermediate learners produced more article-embedded formulaic sequences than beginners, but with comparable accuracy. Specifically, intermediate learners produced greater numbers of omission errors, but fewer misformation errors than their counterparts. This study offers insights into the cross-proficiency variations in the use of article-embedded formulaic sequences in L2 writing, with implications for teaching these sequences to enhance L2 academic writing.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"75 ","pages":"Article 101512"},"PeriodicalIF":3.1,"publicationDate":"2025-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143815667","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

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2025-04-08 DOI: 10.1016/j.jeap.2025.101509

Chunmei Lu

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Evaluating an AI speaking assessment tool: Score accuracy, perceived validity, and oral peer feedback as feedback enhancement 评估人工智能口语评估工具：评分准确性、感知有效性和作为反馈强化的口头同伴反馈

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2025-04-07 DOI: 10.1016/j.jeap.2025.101505

Xu Jared Liu , Jingwen Wang , Bin Zou

{"title":"Evaluating an AI speaking assessment tool: Score accuracy, perceived validity, and oral peer feedback as feedback enhancement","authors":"Xu Jared Liu , Jingwen Wang , Bin Zou","doi":"10.1016/j.jeap.2025.101505","DOIUrl":"10.1016/j.jeap.2025.101505","url":null,"abstract":"<div><div>Artificial Intelligence (AI) has significantly transformed language learning approaches and outcomes. However, research on AI-assisted English for Academic Purposes (EAP) speaking classrooms remains sparse. This study evaluates \"EAP Talk\", an AI-assisted speaking assessment tool, examining its effectiveness in two contexts: controlled tasks (Reading Aloud) that elicit non-spontaneous speech, and uncontrolled tasks (Presentation) that generate spontaneous speech. The research assessed accuracy and validity of EAP Talk scores through analysing 20 Reading Aloud and 20 Presentation recordings randomly selected from a pool of 64 undergraduate students. These recordings were graded by five experienced EAP teachers using Adaptive Comparative Judgment (ACJ) – a comparative scoring method – and the traditional rubric rating approach. Acknowledging the limitation of EAP Talk in providing scores without detailed feedback, the study further investigated its perceived validity and examined oral peer feedback as a complementary enhancement strategy. Semi-structured interviews with four students were conducted to investigate their perceptions of the AI-assisted assessment process, focusing on the benefits of EAP Talk in enhancing learning, its limitations, and the effectiveness of oral peer feedback. Scoring concordance analysis shows that EAP Talk performs well in the controlled task but less so in the uncontrolled one. Content analysis on the interview data reveals that EAP Talk facilitates student confidence and positively shapes learning styles, while oral peer feedback markedly improves speaking skills through effective human-computer collaboration. The study calls for more precise AI assessments in uncontrolled tasks and proposes pedagogical strategies to better integrate AI into EAP speaking contexts.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"75 ","pages":"Article 101505"},"PeriodicalIF":3.1,"publicationDate":"2025-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143786287","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