Journal of English for Academic Purposes最新文献

{"title":"Reimagining undergraduate EAP curricula: Exploring an AI-integrated, asset-oriented, genre-based, multimodal course redesign","authors":"Angela Hakim","doi":"10.1016/j.jeap.2026.101739","DOIUrl":"10.1016/j.jeap.2026.101739","url":null,"abstract":"<div><div>In many undergraduate EAP contexts, curricula continue to focus on supporting students' mastery of monomodal essays and generalized academic literacy skills. However, given recent technological developments in generative artificial intelligence (GenAI) and the expanding range of digital and multimodal genres university students are required to compose across the university, there is a need to reimagine undergraduate EAP curricula. In this <em>Researching EAP Practice</em> piece, I report on the redesign of an undergraduate EAP course and the implementation of an asset-oriented, genre-based, multimodal approach that integrates GenAI into teaching. The findings indicate that an AI-integrated, asset-oriented, genre-based redesign can effectively support multilingual students' academic communication while fostering students’ emerging development of AI literacy. This study contributes a curricular model for EAP programs seeking to move beyond monomodal, essay-centric instruction towards asset-oriented, digital, multimodal, and AI-integrated academic communication.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"82 ","pages":"Article 101739"},"PeriodicalIF":3.7,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148499687","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}

{"title":"Recontextualizing systemic functional Linguistics in translanguaging pedagogy for EAP classrooms","authors":"Andrés Ramírez,&nbsp;Yuly Andrea González","doi":"10.1016/j.jeap.2026.101708","DOIUrl":"10.1016/j.jeap.2026.101708","url":null,"abstract":"<div><div>This article contributes to the recontextualization of Systemic Functional Linguistics (SFL) in English for Academic Purposes (EAP) by foregrounding its ontological view of language as a stratified, meaning-making resource. In response to the limited visibility of SFL's connected theoretical architecture in EAP practice, we illustrate how conceiving language as a system of discourse semantics, lexicogrammar, and expression can guide pedagogic design in multilingual classrooms. Drawing on a teaching unit implemented with monolingual Spanish-speaking elementary students in Colombia, we show how genre-based pedagogy supported students' movement across strata as they read, jointly reconstructed, and independently wrote disciplinary descriptive reports.</div><div>A key contribution of this article is the introduction of the Genre Translanguaging (GT) system network—an SFL-inspired way to represent language shift options in teaching and learning exchanges. The network highlights how translanguaging can be used systematically and intentionally across language strata, rather than as spontaneous alternation. By combining stratification with multilingual meaning-making, this work shows how SFL's ontological commitments—language as social semiotic, learning as semiosis, and pedagogy as guided participation—can be applied in EAP practice to increase access, agency, and a sense of belonging within the discipline. In doing so, the article offers both a conceptual and practical bridge for practitioners interested in working with SFL in socially committed and culturally responsive EAP settings.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"82 ","pages":"Article 101708"},"PeriodicalIF":3.7,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148499794","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}

{"title":"Student views on EMI effectiveness: A Q methodology investigation","authors":"Trung Hoang Minh Bui","doi":"10.1016/j.jeap.2026.101732","DOIUrl":"10.1016/j.jeap.2026.101732","url":null,"abstract":"<div><div>This study offers a culture-attentive and discipline-comparative account of English medium instruction (EMI) in Vietnamese higher education. Using Q methodology, 40 undergraduates at Ton Duc Thang University ranked 40 statements about content learning, English development, classroom participation, cultural norms, and cognitive load. Centroid extraction and varimax rotation yielded a three-factor solution that captured Confident EMI Enthusiasts, Pragmatic Learners with Balanced Views, and Apprehensive but Aspirational students. STEM students were more strongly represented in the confident viewpoint, while humanities and social sciences students were more prominent in the apprehensive viewpoint. The findings show that perceived EMI effectiveness depends on mediation, strategic bilingual support, and participation norms linked to teacher authority, face sensitivity, and harmony.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"82 ","pages":"Article 101732"},"PeriodicalIF":3.7,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148499810","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}

{"title":"Writing with a persuasive ‘Punch’: Students' perceptions of a computer-assisted SFL-informed EAP intervention for undergraduate social sciences students","authors":"Lok Ming Eric Cheung","doi":"10.1016/j.jeap.2026.101709","DOIUrl":"10.1016/j.jeap.2026.101709","url":null,"abstract":"<div><div>Conventional EAP instruction in many ESL/EFL contexts still emphasises grammar-translation, formulaic language tips and decontextualised rules, which limits the connections between linguistic forms and disciplinary meaning, and potentially teacher's choice of pedagogical approaches. This case study examines an SFL-informed redesign of an advanced EAP course for social sciences undergraduates in Hong Kong that emphasises meaning-making aside from academic conventions. The course integrated genre-based pedagogy with corpus-based language pedagogy, in that it explicitly modelled evaluative and interpersonal resources using accessible terminology and authentic corpus evidence. Data included lecturer-designed materials, classroom interactions, student essays, surveys, interviews, learning management system analytics, and cohort grade distributions. These data were analysed mainly by qualitative content analysis. Findings demonstrate how the course redesign highlights structures and evaluative lexis choices for writing the argumentative genre. They also show students' engagement in the interactive, discovery-oriented activities and immediate use of the target patterns in the rewriting task. The students' performance was also improved compared with the previous cohorts, despite mixed perspectives on the overall usefulness of corpus tools and motivation for non-classroom uses. The study underscores the importance of theoretically informed EAP materials and calls for institutional support and professional development to scale SFL-informed practices across programs.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"82 ","pages":"Article 101709"},"PeriodicalIF":3.7,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148499795","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}

{"title":"A systematic review of AI-assisted academic writing: Tools, measures, and effects","authors":"Qian Meng,&nbsp;Ya-Nan Xie,&nbsp;Dan Lu","doi":"10.1016/j.jeap.2026.101726","DOIUrl":"10.1016/j.jeap.2026.101726","url":null,"abstract":"<div><div>Artificial intelligence (AI) is increasingly embedded in academic writing instruction, yet empirical evidence on its learning effects and the ways those effects are evaluated remains fragmented. Following PRISMA guidelines, this systematic review searched the Web of Science Core Collection (SCI, SSCI, and A&amp;HCI) with no date restrictions (final search: October 31, 2025), screened 341 records, and synthesised 25 empirical studies. The review mapped AI tool use and functions across writing stages, documented evaluation domains and measurement approaches, and summarised reported effects. Across studies, large language model chatbots were primarily used for idea generation, outlining, and early drafting, whereas automated writing evaluation and automated written feedback tools were more common in revision and feedback, with a smaller set of systems supporting assessment and scoring. Evaluation targeted three domains—psychological outcomes, writing processes, and textual products—with growing use of validated scales and process measures but continued reliance on general-purpose rubrics for textual assessment. Reported effects were more consistently positive for psychological and process outcomes than for product outcomes. Improvements in textual products were most evident in surface-level accuracy and conventions, while evidence for higher-order development (e.g., argumentation and discourse organisation) was mixed. Notably, the evidence base is dominated by course-based writing tasks and broad rubrics, which constrains inferences about genre- and discipline-sensitive development in research-oriented writing.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"82 ","pages":"Article 101726"},"PeriodicalIF":3.7,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148499796","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}

{"title":"Supporting graduate EFL proposal writing through a staged NotebookLM-supported workflow","authors":"Hui-Chin Yeh,&nbsp;Shih-Hsien Yang,&nbsp;Yu-Ju Lan,&nbsp;Kwun Man Chiang","doi":"10.1016/j.jeap.2026.101734","DOIUrl":"10.1016/j.jeap.2026.101734","url":null,"abstract":"<div><div>Graduate L2 students frequently experience difficulty initiating and sustaining research proposal writing, often manifesting as observable drafting disruption. This Research into Practice paper reports on a staged instructional workflow implemented in a graduate EAP writing course in Taiwan, where selected NotebookLM features were integrated as pedagogical scaffolds to support proposal development. The workflow was organized around four writing stages: planning, monitoring, reflecting, and revising, and incorporated explicit guardrails for responsible AI use. Data documenting the practice included proposal drafts, weekly learning logs, reflective essays, and an end-of-course survey. Drawing on classroom evidence, the paper illustrates how instructor-designed drafting prompts supported task initiation, Audio Overviews (auto-generated podcasts) facilitated comprehension and re-engagement, and study guides, FAQs, and briefing documents aided synthesis and organization. The practice illustrates how AI-supported scaffolding helped students sustain writing momentum and develop clearer proposal structures. Implications are discussed for EAP teachers seeking to integrate generative AI tools into graduate writing instruction in pedagogically purposeful ways.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"82 ","pages":"Article 101734"},"PeriodicalIF":3.7,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148499688","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}

{"title":"Transfer-promoting activities for EAP teaching","authors":"Heon Jeon ,&nbsp;Mark Andrew James","doi":"10.1016/j.jeap.2026.101677","DOIUrl":"10.1016/j.jeap.2026.101677","url":null,"abstract":"<div><div>Research on learning transfer in EAP education has encouraged instructors to facilitate learning transfer in the classroom. However, due to the primary focus on research, detailed teaching implications for promoting transfer tend to be limited. To help EAP instructors create a supportive transfer environment, this <em>Researching EAP Practice</em> article describes three EAP-specific transfer-promoting activities (<em>transfer journals</em>, <em>transfer imagination,</em> and <em>transfer forums)</em> that draw on an influential teaching-for-transfer framework (Perkins &amp; Salomon, 1988) and that can be adapted and applied across a range of EAP teaching contexts. This collection of activities provides EAP instructors with a variety of options for addressing learning transfer systematically in their classrooms.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"81 ","pages":"Article 101677"},"PeriodicalIF":3.4,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147956558","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}

{"title":"The crushing weight of fake papers","authors":"Guangwei Hu","doi":"10.1016/j.jeap.2026.101688","DOIUrl":"10.1016/j.jeap.2026.101688","url":null,"abstract":"","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"81 ","pages":"Article 101688"},"PeriodicalIF":3.4,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147956561","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}

{"title":"BALEAP Vision and Values in Practice","authors":"Hannah Jones","doi":"10.1016/j.jeap.2026.101689","DOIUrl":"10.1016/j.jeap.2026.101689","url":null,"abstract":"","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"81 ","pages":"Article 101689"},"PeriodicalIF":3.4,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147956559","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}

{"title":"Teaching the spoken expression of emotion in EAP contexts: a case study using systemic functional semiotics","authors":"Lilián I. Ariztimuño","doi":"10.1016/j.jeap.2026.101691","DOIUrl":"10.1016/j.jeap.2026.101691","url":null,"abstract":"&lt;div&gt;&lt;div&gt;Effective spoken academic communication in English relies on speakers successfully engaging their audiences. This successful engagement involves specific content and clear expression of opinions and even emotions. This is increasingly the case in Higher Education with the proliferation of genres for teaching and assessment that are multimodal and address diverse specialist and non-specialist audiences. Interpreting emotions in context and culture-specific ways might be challenging however for speakers of English as an additional language (EAL). This paper thus argues that teaching the spoken expression of emotion should be foregrounded in EAP contexts, including EAL teaching training programmes. This paper uses a case study based in an EAP teacher-education programme in a Higher Education institution. Using a systemic functional semiotic (SFS) teaching-learning approach, it aims to develop English language pre-service and in-service teachers' knowledge about the multi-semiotic interpretation and production of the spoken expression of emotion. In this case study, the central genre of oral storytelling performances for the EAL teaching practice and therefore for pre-service teaching students' success is used to present the teaching of values, attitudes and emotions. This approach breaks new ground in English language teaching professional development and teaching resources, which are usually limited in their focus on verbal and visual choices in written texts, excluding the vocal features present in the spoken expression of emotion. This lack of descriptions of multi-semiotic affectual resources impacts English language teachers' levels of confidence to interpret, produce and teach the spoken expression of emotion at all educational levels, including tertiary education, lowering pre-service teaching students' success in their course of studies. To address this issue, I developed and implemented a workshop which foregrounded the theoretical concept of stratification as the guiding principle used to guide and encourage EAL teachers and pre-service teacher students to adopt complementary standpoints for examining multi-semiotic resources that work together to express emotion in spoken communication. The workshop was designed following a genre-based teaching/learning cycle (TLC) approach to explore, understand and teach how verbiage, vocal qualities and facial semiosis cooperate and integrate for the creation of affectual meanings in performances of the story of Cinderella. This paper examines the results obtained after implementing this workshop in Argentina with a group of English language teachers and pre-service teacher students. It describes the findings obtained from comparing pre and post intervention questionnaires and participants' self-reflections of their video-recorded storytelling performances before and after the workshop. These findings provide strong evidence of the positive impact this teaching-learning experience had on the ","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"81 ","pages":"Article 101691"},"PeriodicalIF":3.4,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147849494","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}