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

A systematic analysis of first-person identity roles in agricultural sciences

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2025-03-30 DOI: 10.1016/j.jeap.2025.101506

Julia T. Williams-Camus

{"title":"A systematic analysis of first-person identity roles in agricultural sciences","authors":"Julia T. Williams-Camus","doi":"10.1016/j.jeap.2025.101506","DOIUrl":"10.1016/j.jeap.2025.101506","url":null,"abstract":"<div><div>This paper presents a systematic quantitative and qualitative analysis of first-person reference in a corpus of 30 Agricultural Science research articles. The analysis is based on Tang and John’s (1999) taxonomy of authorial identity roles cross-referenced with rhetorical functions within the IMRaD structure. A total of 795 instances (39.3 per 10,000 words) were found, the most frequent roles being <em>recounter</em> (59.5 %) and <em>opinion-holder</em> (32.8 %) spread across all sections. The highest density, however, was observed in the short Conclusion section and Abstract (84.1 and 75.7 per 10k, respectively). Interestingly, the qualitative analysis revealed that instances of presenting reasoned decisions for procedural choices outnumbered plain description of procedures through first-person reference in Methods. These were also frequent in the Results section, where stating results with the first-person was relatively rare (21 of 62 tokens). In the Discussion section, use of the possessive was higher than that of the subject pronoun (52.2 % vs. 46 % instances), which was attributable to writers employing <em>our</em> to identify the source of the data under consideration in the control of the different voices in the text. The study provides new insights into the diverse ways that authors imprint their presence on their discourse through self-reference.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"75 ","pages":"Article 101506"},"PeriodicalIF":3.1,"publicationDate":"2025-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143734652","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

A cross-disciplinary study of authorial identity construction through ‘reader engagement’ in the introduction of research articles

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2025-03-24 DOI: 10.1016/j.jeap.2025.101503

Yajing Wu , Zhanting Bu , Jingyuan Zhang

{"title":"A cross-disciplinary study of authorial identity construction through ‘reader engagement’ in the introduction of research articles","authors":"Yajing Wu , Zhanting Bu , Jingyuan Zhang","doi":"10.1016/j.jeap.2025.101503","DOIUrl":"10.1016/j.jeap.2025.101503","url":null,"abstract":"<div><div>Despite readers' active and constitutive role in how authors construct their identities, most of the current research on authorial identity construction has focused on author-oriented self-mentions, and few studies have examined how authors engage readers in the text and construct their identities in the reader-oriented interactions. Drawing upon Hyland's (2005a) reader engagement model, this study explores how authorial identity is constructed through reader engagement resources in 120 introductions of research articles from both soft disciplines (i.e., linguistics and philosophy) and hard disciplines (i.e., bioscience and materials science). Employing both corpus-based and text-based analyses, our findings indicate that authors of selected disciplines rarely use reader pronouns to construct interlocutor identities. Instead, they frequently employ informative asides and shared knowledge expressing tradition and typicality to portray themselves as guides. Notable variations exist both between and within hard and soft disciplines. These findings can guide EAP practitioners to help novice authors enhance their reader awareness and construct appropriate authorial identities in the interaction with readers.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"75 ","pages":"Article 101503"},"PeriodicalIF":3.1,"publicationDate":"2025-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143687799","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

Exemplification and its local grammar patterns in English as an academic lingua franca in research writing

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2025-03-21 DOI: 10.1016/j.jeap.2025.101504

Feng (Kevin) Jiang , Hang Su

{"title":"Exemplification and its local grammar patterns in English as an academic lingua franca in research writing","authors":"Feng (Kevin) Jiang , Hang Su","doi":"10.1016/j.jeap.2025.101504","DOIUrl":"10.1016/j.jeap.2025.101504","url":null,"abstract":"<div><div>In this study, we investigate the underexplored rhetorical practice of authors adopting English as a lingua franca (ELF) in academic writing, focusing on their use of exemplification. By giving examples for illustration or clarification, the act of exemplifying is central to the clarity and persuasiveness of research writing. We examined it through a local grammar approach, analysing both its lexico-grammatical and discourse-semantic patterns. Based on the SciELF corpus, which comprises unproofread pre-submission drafts of ELF authors, our analysis shows that <em>for example</em> and “Exemplified – Indicator – Exemplification – Subordinate Category” are the dominant marker and local grammar pattern of exemplification. The use of exemplification also relates to the L1 background, professional status and disciplinary alignment of the ELF authors. Czech and Russian authors made the most and least frequent use of exemplification respectively while Finnish and Czech authors often use variant patterns of the dominant one. Additionally, senior academics, particularly from soft disciplines, make the most of exemplificatory markers and prefer the “Exemplified – Indicator – Exemplification – Relevant Studies” pattern. Our study sheds light on the rhetorical language use by ELF authors, and unravels the value of local grammars in the research of English as an academic lingua franca.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"75 ","pages":"Article 101504"},"PeriodicalIF":3.1,"publicationDate":"2025-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143687798","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

Languages of publication among multilingual researchers: Locality to mobility in the Taiwan context

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2025-03-19 DOI: 10.1016/j.jeap.2025.101501

Cheryl L. Sheridan

{"title":"Languages of publication among multilingual researchers: Locality to mobility in the Taiwan context","authors":"Cheryl L. Sheridan","doi":"10.1016/j.jeap.2025.101501","DOIUrl":"10.1016/j.jeap.2025.101501","url":null,"abstract":"<div><div>Faculty of eight universities around Taiwan were surveyed regarding the extent to which they use English for academic publication, why they use English, and their perceptions of their experiences. Analysis focuses on participants who used English and Chinese for journal articles in two disciplinary groups: Humanities and Social Sciences (HSS) and Science, Technology, Engineering, Mathematics, and Medicine (STEMM), at different academic ranks. Analysis shows that they publish in English for similar reasons, closely related to institutional policies pushing “international” publications, but experience the process differently. Within disciplinary groups, respondents' language use at different academic ranks also varied. Adopting Blommaert (2010), the paper explores multilingual scholars’ movement along the sociolinguistic scale of academic rank in relation to language use that connotes an indexical order from locality to mobility. Compared to HSS, STEMM participants experienced greater mobility in the Anglophone-centric view because they published more in English, secured more first-author international collaboration, and perceived less sense of barrier to publishing in English. The relationship between the privileging of internationally indexed journals and mobility is considered. Finally, the implications of such policies in pursuit of internationalization is discussed and a critical pragmatic approach to higher education suggested.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"75 ","pages":"Article 101501"},"PeriodicalIF":3.1,"publicationDate":"2025-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143644698","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

Using visual scaffolding to enhance the comprehensibility of English materials in science education: A genre-based approach

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2025-03-18 DOI: 10.1016/j.jeap.2025.101500

Jun-Jie Tseng

{"title":"Using visual scaffolding to enhance the comprehensibility of English materials in science education: A genre-based approach","authors":"Jun-Jie Tseng","doi":"10.1016/j.jeap.2025.101500","DOIUrl":"10.1016/j.jeap.2025.101500","url":null,"abstract":"<div><div>This paper investigates how visual scaffolding enhances the comprehensibility of English scientific materials in secondary education, focusing on Bilingual Scientific Literacy (BSL). Despite its importance, BSL is often underemphasized, with students facing linguistic challenges in understanding scientific texts. The study addresses two research questions: how teachers create visual scaffolds to improve students' grasp of quantum science materials and their perceptions of this approach. Utilizing Unsworth's (2001) genre analysis framework and Kress & van Leeuwen's (2006) visual analysis framework, the research involved collaborative efforts between physics and English teachers in Taiwan. Data were collected through designs of visual scaffolds, interviews, and reflection reports. Findings show that teachers used visual representations of functional stages, logical connections, and nominalizations to simplify abstract concepts. They believed visual scaffolding enhanced student comprehension, though challenges remain in interpreting complex visuals and creating effective scaffolds. This study contributes to the literature on genre-based visual scaffolding in bilingual education by demonstrating how the integration of Unsworth's (2001) and Kress & van Leeuwen's (2006) frameworks can create visual scaffolding that improves the comprehensibility of English scientific materials for EFL students.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"75 ","pages":"Article 101500"},"PeriodicalIF":3.1,"publicationDate":"2025-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143641751","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

Longitudinal development of L2 learners’ linguistic complexity in reading-to-write argumentative tasks

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2025-03-14 DOI: 10.1016/j.jeap.2025.101502

Li Tao, Yue Qu, Peng Bi

{"title":"Longitudinal development of L2 learners’ linguistic complexity in reading-to-write argumentative tasks","authors":"Li Tao, Yue Qu, Peng Bi","doi":"10.1016/j.jeap.2025.101502","DOIUrl":"10.1016/j.jeap.2025.101502","url":null,"abstract":"<div><div>This study investigates the longitudinal development of linguistic complexity in the reading-to-write argumentative tasks finished by 30 second language (L2) learners over one semester. Following recent trends in L2 linguistic complexity studies, the current study examines the longitudinal development of both large-grained and fine-grained syntactic complexity and lexical complexity indices, as well as the interactions between these indices. The results demonstrate simultaneous increases in both syntactic and lexical complexity, characterized by a concurrent rise in the use of complex nominals (particularly pre-modifiers) and sophisticated vocabulary. The qualitative data further indicate that the advanced nouns and nominal structures present in the input texts are key factors in the development of linguistic complexity in integrated writing. Our findings provide additional empirical evidence for the learning potential of reading-to-write argumentative tasks and demonstrate the important role of input texts in scaffolding writing. They also have implications for incorporating reading-to-write tasks and modifying reading materials to meet teaching requirements in academic writing pedagogy.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"75 ","pages":"Article 101502"},"PeriodicalIF":3.1,"publicationDate":"2025-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143620955","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 the affordances of generative AI large language models for stance and engagement in academic writing

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2025-03-11 DOI: 10.1016/j.jeap.2025.101499

Zhishan Mo, Peter Crosthwaite

{"title":"Exploring the affordances of generative AI large language models for stance and engagement in academic writing","authors":"Zhishan Mo, Peter Crosthwaite","doi":"10.1016/j.jeap.2025.101499","DOIUrl":"10.1016/j.jeap.2025.101499","url":null,"abstract":"<div><div>Large pre-trained models like ChatGPT demonstrate remarkable capabilities in generating coherent text across various domains, posing serious implications for teaching academic writing, given the potential for student plagiarism and reliance on software for developing writing skills. However, the linguistic properties and strategies these models employ remain largely unexplored. We investigate how three available large language models (LLMs) express stance and engage with readers in their writing, providing insights into their abilities to produce contextually appropriate and discipline-specific academic writing. 30 academic essays produced by each model were compared with those of human writers on identical topics using detailed prompts, before annotating each text for stance and engagement following Hyland's (2005) taxonomy. Results indicate that LLMs generally use a narrower and more repetitive range of stance and engagement features than human writers, with significant variation also across each LLM. Disciplinary use of stance and engagement is largely in line with human writing except for the philosophy discipline. Implications for teaching academic writing are discussed, particularly regarding identifying potential LLM-related plagiarism and inconsistencies in academic stance and engagement.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"75 ","pages":"Article 101499"},"PeriodicalIF":3.1,"publicationDate":"2025-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143592462","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

Implementing academic reading circles in higher education: Exploring perceptions, motivation and outcomes

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2025-03-03 DOI: 10.1016/j.jeap.2025.101489

Jennifer Rose Ament , Irene Tort-Cots , Elisabet Pladevall-Ballester

{"title":"Implementing academic reading circles in higher education: Exploring perceptions, motivation and outcomes","authors":"Jennifer Rose Ament , Irene Tort-Cots , Elisabet Pladevall-Ballester","doi":"10.1016/j.jeap.2025.101489","DOIUrl":"10.1016/j.jeap.2025.101489","url":null,"abstract":"<div><div>Academic reading is an essential yet challenging skill to teach in higher education. Research shows that academic reading circles (ARC) is a promising methodology that could improve academic reading skills but despite this, few studies have reported on the experiences and outcomes of implementing the methodology in the university setting. The purpose of this study is to investigate perceptions, motivation and outcomes of using ARC methodology in a first-year university English for academic purposes (EAP) course. 95 students and 4 instructors participated in a 16-week longitudinal study. A pre- and post-reading test was used to measure reading improvement and pre- and post-questionnaires were administered to obtain students' and instructors’ experiences with the implementation of ARC and their perceptions on the impact of ARC on reading skills. Results show that while ARC is a demanding activity that requires training for instructors and scaffolding for students, students perceive ARC to have a positive impact on both their higher and lower order thinking skills and that overall reading scores significantly improve after the intervention. The findings highlight the potential benefits of ARC as an effective and useful methodology to teach critical reading skills in higher education EAP courses.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"75 ","pages":"Article 101489"},"PeriodicalIF":3.1,"publicationDate":"2025-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143548118","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

Corrigendum to “The expression of obligation in student academic writing” [Journal of English for Academic Purposes (2020), (44), 100840]

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2025-03-01 DOI: 10.1016/j.jeap.2025.101481

Benet Vincent

引用次数: 0

BALEAP News – Conference time!

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2025-03-01 DOI: 10.1016/j.jeap.2025.101486

引用次数: 0