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

Inclusive pedagogies and practices of English for Academic Purposes (EAP) in higher education (HE): An exploratory survey-based study 高等教育学术英语的全纳教学法与实践：一项探索性调查研究

IF 3.4 1区文学

Journal of English for Academic Purposes Pub Date : 2026-03-01 Epub Date: 2026-02-11 DOI: 10.1016/j.jeap.2026.101649

A. Bakogiannis , S. Lorrimer , E. Papavasiliou

{"title":"Inclusive pedagogies and practices of English for Academic Purposes (EAP) in higher education (HE): An exploratory survey-based study","authors":"A. Bakogiannis , S. Lorrimer , E. Papavasiliou","doi":"10.1016/j.jeap.2026.101649","DOIUrl":"10.1016/j.jeap.2026.101649","url":null,"abstract":"<div><div>Inclusion has become a defining marker of quality and equity in higher education (HE), yet its operationalisation in English for Academic Purposes (EAP) teaching remains underexplored. This paper presents the first empirical phase of a multi-stage BALEAP-funded project investigating inclusive teaching practices in EAP. Using an exploratory qualitative survey of 23 EAP practitioners across diverse institutional roles and global contexts, the study captures how inclusion is understood, enacted, and constrained within English-medium HE environments. Thematic analysis identified two overarching domains: <em>barriers to inclusion</em>, including limited awareness and training, prescriptive curricula, lack of diversity consideration, time constraints, and prohibitive course costs, and <em>approaches to inclusion</em>, encompassing differentiated instruction, culturally responsive pedagogy, reflective practice, personalised learning, and cooperative, student-centred engagement. Findings reveal that while inclusivity is widely endorsed as an ethical and pedagogical imperative, its translation into practice is hindered by structural and institutional limitations. EAP educators often navigate tensions between linguistic rigour and equity, highlighting the need for systemic frameworks that recognise inclusivity as a core professional competency rather than an optional enhancement. The study contributes novel empirical evidence by translating existing inclusion theory into an EAP context and extending the focus from individual practices to an organisational ethos, thereby providing a diagnostic foundation for subsequent project phases that develop practical and policy-oriented recommendations. It argues that meaningful inclusion requires coordinated institutional action aligning policy, curriculum, and professional development to position linguistic and cultural diversity as drivers of educational excellence rather than challenges to be managed.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"80 ","pages":"Article 101649"},"PeriodicalIF":3.4,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147449215","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

Impacts of AI-enhanced task-based learning on EFL postgraduates’ higher order thinking skills and English academic writing self-efficacy 人工智能增强任务型学习对英语研究生高阶思维技能和英语学术写作自我效能感的影响

IF 3.4 1区文学

Journal of English for Academic Purposes Pub Date : 2026-03-01 Epub Date: 2026-02-16 DOI: 10.1016/j.jeap.2026.101652

Lijie Hao , Shahazwan Mat Yusoff , Kun Tian

{"title":"Impacts of AI-enhanced task-based learning on EFL postgraduates’ higher order thinking skills and English academic writing self-efficacy","authors":"Lijie Hao , Shahazwan Mat Yusoff , Kun Tian","doi":"10.1016/j.jeap.2026.101652","DOIUrl":"10.1016/j.jeap.2026.101652","url":null,"abstract":"<div><div>This study investigates how AI-enhanced task-based learning (AI-TBL) affects postgraduate EFL students' higher-order thinking skills (HOTS) and academic writing self-efficacy (SEF) compared with traditional task-based learning (TBL). Guided by constructivist learning theory, a 14-week quasi-experimental design was implemented with 168 postgraduate participants from various disciplines, all enrolled in an English for Academic Purposes (EAP) course at a Chinese university. The experimental group engaged in AI-enhanced instruction via the Yuketang platform, integrating AI-adaptive prompting, AI-generative feedback and AI-supported collaboration, while the control group followed conventional TBL without AI. Data were analyzed using MANCOVA, ANCOVA, and Epistemic Network Analysis (ENA). Findings revealed that AI-TBL significantly improved students’ critical thinking and problem-solving abilities, though its impact on creativity was limited. In academic writing self-efficacy, notable gains emerged in linguistic knowledge, information organization, writing performance, and self-regulation, whereas rehearsal and memory efficacy remained unchanged. The Epistemic Network Analysis (ENA) results reveal that AI-TBL fostered denser interconnections between HOTS and SEF, forming a cohesive structure linking critical thinking, problem-solving, linguistic confidence, and metacognitive control. However, the impact on creativity and rehearsal-memory efficacy was minimal. The study contributes to understanding how AI scaffolding facilitates the relationship between HOTS and SEF in task-based pedagogy, supporting deeper engagement and metacognitive control. Implications for AI-enhanced EAP instruction emphasize the balance between technological adaptivity and human-guided creativity and reflection.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"80 ","pages":"Article 101652"},"PeriodicalIF":3.4,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147449219","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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Integrating a diachronic perspective into the teaching of academic discourse acts: A case study of graphic data commentary 将历时性视角融入学术话语行为教学：以图形数据评论为例

IF 3.4 1区文学

Journal of English for Academic Purposes Pub Date : 2026-03-01 Epub Date: 2025-12-08 DOI: 10.1016/j.jeap.2025.101615

Lei Zhang, Rui Jiang

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L1 visual support in L2 academic listening: Implications for the strategic use of L1 on lecture slides in EMI contexts 第二语言学术听力中的第一语言视觉支持：在EMI环境中策略性地使用第一语言的影响

IF 3.4 1区文学

Journal of English for Academic Purposes Pub Date : 2026-03-01 Epub Date: 2026-01-21 DOI: 10.1016/j.jeap.2025.101626

Akiko Fujii , Danni Shi , Hikaru Hotta , Yasunori Morishima

{"title":"L1 visual support in L2 academic listening: Implications for the strategic use of L1 on lecture slides in EMI contexts","authors":"Akiko Fujii , Danni Shi , Hikaru Hotta , Yasunori Morishima","doi":"10.1016/j.jeap.2025.101626","DOIUrl":"10.1016/j.jeap.2025.101626","url":null,"abstract":"<div><div>Second language (L2) listening comprehension of lectures is a crucial but challenging aspect of content courses for L2 students in English as a medium of instruction (EMI) university contexts. Lecture slides are often used with the intent of enhancing comprehension of lecture content; however, the actual benefits for cognitive learning are not clear, especially for L2 students. Given that the use of the L1 is increasingly recognized as an effective pedagogical practice in situations where instructors and students share a common first language (L1), the current study considers the utility of L1 textual support on slides to support bottom-up and top-down processes in L2 lecture comprehension. In the current study, Japanese L1 learners of English (<em>n</em> = 58) listened to two short academic lectures while viewing slides in one of three conditions: L2 text only, L2 text supplemented with L1 titles, and L2 text supplemented with L1 glosses of terminology. Immediate comprehension and delayed content retention were measured using true or false and integrated listening-to-summarize tests. Both L1 titles and L1 glosses of terminology demonstrated the potential to facilitate L2 lecture comprehension for learners, especially in delayed measures that tested retention of academic content.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"80 ","pages":"Article 101626"},"PeriodicalIF":3.4,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146001810","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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Exploring willingness to communicate vis-à-vis learner talk in an EAP classroom: An observation-assisted repeated Q methodology study 探索沟通意愿与-à-vis学习者在EAP课堂上的谈话：一项观察辅助的重复Q方法研究

IF 3.4 1区文学

Journal of English for Academic Purposes Pub Date : 2026-03-01 Epub Date: 2026-02-09 DOI: 10.1016/j.jeap.2026.101642

Qianqian Zhou, Qingyang Sun, Yuqing Wang , Yangxu Shen

{"title":"Exploring willingness to communicate vis-à-vis learner talk in an EAP classroom: An observation-assisted repeated Q methodology study","authors":"Qianqian Zhou, Qingyang Sun, Yuqing Wang , Yangxu Shen","doi":"10.1016/j.jeap.2026.101642","DOIUrl":"10.1016/j.jeap.2026.101642","url":null,"abstract":"<div><div>Extensive scholarship has investigated willingness to communicate (WTC) concerning its intensity, antecedents, and correlations with other learner variables. Yet, empirical research into the dynamic interplay of factors through which WTC translates into talk, and the relative salience of such factors in the interactions, remains underexplored. To address this gap, the present study examines how English for Academic Purposes (EAP) students translate WTC into classroom talk within a pre-sessional English course, targeting the combined effects and relative strength of factors underlying their WTC–talk interface. Methodological triangulation integrated two rounds of Q methodology (n = 38), semi-structured interviews conducted at two timepoints, and one round of classroom observations. This repeated mixed-methods design revealed two profiles which remain largely consistent across both timepoints: 1) Internally driven and externally aided communicators (Profile 1, n = 23), and 2) Internally restrained and externally reliant communicators (Profile 2, n = 8). Two learner groups consistently identified with these two distinct profiles, and a third group (n = 7) transitioned between them. The findings empirically substantiate that factors are neither indiscriminately activated nor equally impactful across different communicative moments and scenarios. By illuminating salient factors and their interactional patterns underlying students’ WTC–talk processes, the study highlights between-group stability, within-learner stability and variability, thereby yielding context- and agent-contingent, pedagogically actionable implications.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"80 ","pages":"Article 101642"},"PeriodicalIF":3.4,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147449213","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

GenAI! GenAI? GenAI...

IF 3.4 1区文学

Journal of English for Academic Purposes Pub Date : 2026-03-01 Epub Date: 2026-02-18 DOI: 10.1016/j.jeap.2026.101650

Guangwei Hu

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Rhetorical divergence of AI: Comparing interactive and interactional metadiscourse in GPT-generated and human-authored research abstracts across disciplines 人工智能的修辞分歧：比较gpt生成和人类撰写的跨学科研究摘要中的交互式和交互式元话语

IF 3.4 1区文学

Journal of English for Academic Purposes Pub Date : 2026-03-01 Epub Date: 2026-02-21 DOI: 10.1016/j.jeap.2026.101640

Guangyuan Yao , Zhaoxia Liu

{"title":"Rhetorical divergence of AI: Comparing interactive and interactional metadiscourse in GPT-generated and human-authored research abstracts across disciplines","authors":"Guangyuan Yao , Zhaoxia Liu","doi":"10.1016/j.jeap.2026.101640","DOIUrl":"10.1016/j.jeap.2026.101640","url":null,"abstract":"<div><div>Academic writing is inherently social and persuasive, relying on metadiscourse to mediate interaction between writers and readers. The emergence of Large Language Models (LLMs) such as ChatGPT challenges this dynamic, raising questions about their ability to reproduce human rhetorical complexity. Although previous studies have noted AI's limitations in interactional features, a comprehensive cross-disciplinary analysis of both interactive and interactional metadiscourse in empirical research article (RA) abstracts remains underexplored. Given that abstracts play a crucial gatekeeping role by shaping first impressions and influencing readership, understanding how AI deploys organizational and persuasive language in this genre is essential.</div><div>Addressing this gap, the present study offers a systematic comparative analysis of metadiscourse use in ChatGPT-generated and human-authored RA abstracts across Engineering, Medicine, and Applied Linguistics. Using a novel methodology that integrates corpus linguistics with computational semantic modeling (BERT embeddings and t-SNE visualization), the analysis moves beyond frequency counts to examine meaning in context. Findings indicate that AI-generated abstracts place greater emphasis on explicit textual organization through interactive metadiscourse, sometimes exceeding human usage of features such as code glosses and evidentials. However, AI demonstrates marked weaknesses in interactional metadiscourse, including limited stance modulation and reduced personal engagement, particularly through the underuse of self-mentions and inconsistent use of hedges across disciplines. Moreover, AI shows limited sensitivity to discipline-specific rhetorical norms. These results suggest that current AI models fall short of replicating the interpersonal and disciplinary sophistication of expert academic writing, offering implications for AI detection and academic writing pedagogy.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"80 ","pages":"Article 101640"},"PeriodicalIF":3.4,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147449216","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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Mentoring through advice: Shaping rhetorical agency in doctoral supervision 建议式指导：博士指导中修辞机构的塑造

IF 3.4 1区文学

Journal of English for Academic Purposes Pub Date : 2026-03-01 Epub Date: 2026-02-06 DOI: 10.1016/j.jeap.2026.101645

Yan (Olivia) Zhang

{"title":"Mentoring through advice: Shaping rhetorical agency in doctoral supervision","authors":"Yan (Olivia) Zhang","doi":"10.1016/j.jeap.2026.101645","DOIUrl":"10.1016/j.jeap.2026.101645","url":null,"abstract":"<div><div>Mentoring in doctoral supervision dynamically shapes students' research orientations, practices and positioning on an ongoing basis. Existing research has examined the role of mentoring in promoting such development. Insufficient attention, however, has been paid to how mentoring, enacted through supervisory advice, mediates doctoral writers' rhetorical agency and epistemic independence. Drawing on thematic and intertextual analyses of a doctoral student's supervision (emails, written comments, textual revisions), this study explores how mentoring fosters <em>dialogicality</em> and discursive knowledge negotiation around her doctoral thesis. Findings reveal email communication as a crucial site that helps the doctoral writer configure her disciplinary positioning and express the legitimacy of her work. Mentoring advice orients her towards <em>mediated</em> rhetorical agency – a mechanism promoting her effective meaning making and evolving epistemic independence. This agency reflects a dynamic capacity to act, mobilizing rhetorical and epistemological resources under supervisory guidance and coordinating them to enhance the visibility of her scholarly voice in doctoral writing.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"80 ","pages":"Article 101645"},"PeriodicalIF":3.4,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147449218","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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Managing negative evaluation and alternative action proposals using modal verb constructions: Pre-service teachers’ academic language use in video-mediated interactions 使用情态动词结构管理负面评价和替代行动建议：职前教师在视频媒介互动中的学术语言使用

IF 3.4 1区文学

Journal of English for Academic Purposes Pub Date : 2026-03-01 Epub Date: 2026-02-13 DOI: 10.1016/j.jeap.2026.101648

Ufuk Balaman

{"title":"Managing negative evaluation and alternative action proposals using modal verb constructions: Pre-service teachers’ academic language use in video-mediated interactions","authors":"Ufuk Balaman","doi":"10.1016/j.jeap.2026.101648","DOIUrl":"10.1016/j.jeap.2026.101648","url":null,"abstract":"<div><div>This study deals with pre-service teachers' use of English for academic purposes in video-mediated interactional settings and is situated at the interface of interactional linguistics, conversation analysis, and language teacher education. Using multimodal conversation analysis as the research methodology and drawing on the grammar-in-interaction perspective informed by interactional linguistics, this study investigates pre-service teachers' collaborative video analysis meetings based on video clips taken from real classrooms of other, more experienced teachers. In and through video-mediated multiparty interactions, the participants (pre-service teachers) critically analyze teacher classroom interactional practices with divergent evaluative stances (i.e., on a gradient of positive to negative). Specifically dealing with negative evaluations based on a collection of cases, the study shows how pre-service teachers display their negative evaluative stances using a specific grammatical construction consisting of third-person subject pronoun, modal auxiliary verb, and alternative action proposals. In doing so, the participants jointly achieve identifying ‘what could be done’ differently in language classrooms, while also collectively portraying ‘ideal’ teaching practices <em>in situ</em> by proposing alternative courses of actions. The findings bring new insights into grammar-in-interaction, video-mediated interactions, EAP, and language teacher education research.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"80 ","pages":"Article 101648"},"PeriodicalIF":3.4,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147449227","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 technicality measure for ESAP vocabulary: exploring geography ESAP词汇的一个技术性措施：探索地理

IF 3.4 1区文学

Journal of English for Academic Purposes Pub Date : 2026-03-01 Epub Date: 2026-02-24 DOI: 10.1016/j.jeap.2026.101655

Andreja Drašler , Ken Hyland

{"title":"A technicality measure for ESAP vocabulary: exploring geography","authors":"Andreja Drašler , Ken Hyland","doi":"10.1016/j.jeap.2026.101655","DOIUrl":"10.1016/j.jeap.2026.101655","url":null,"abstract":"<div><div>Geography comprises two broad subfields – physical geography and human geography – which are so distinct that they essentially correspond to different branches of knowledge: sciences and arts. Since technical vocabulary varies across disciplines, this difference creates a serious challenge for students who take both courses. To investigate the variation in technicality between two subfields, corpora of geographical texts relevant to students were constructed from textbook chapters and journal articles recommended by geography professors: 659,726 words from human geography and 704,395 words of physical geography. Word lists from each corpus were extracted according to: (1) the keyness score; (2) a minimum document frequency cut-off; (3) the exclusion of proper nouns and adjectives not part of technical terms. We measured the technicality of the vocabulary in each corpus using the Technicality Analysis Model (TAM) by Ha and Hyland (2017), along with a Modified Technicality Analysis Model (MTAM) designed for this study which is less reliant on the researcher's judgements. The results show that physical geography features significantly more technical vocabulary than human geography. We discuss the implications of using technicality word lists for teaching and assessing students and for understanding Geography.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"80 ","pages":"Article 101655"},"PeriodicalIF":3.4,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147449217","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