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

Retraction notice to “Guided and unguided GenAI tasks for learning academic spoken collocations” [Journal of English for Academic Purposes 80 (2026) 101638] 关于“用于学习学术口语搭配的引导和非引导GenAI任务”的撤回通知[Journal for academic Purposes 80 (2026) 101638]

IF 3.7 1区文学

Journal of English for Academic Purposes Pub Date : 2026-07-01 Epub Date: 2026-06-29 DOI: 10.1016/j.jeap.2026.101735

Valentina Morgana, Francesca Poli

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Digital educational escape rooms: Gamifying English Linguistics at University level: A case study to enhance EAP skills 数字教育密室：大学水平的英语语言学游戏化：提高EAP技能的案例研究

IF 3.7 1区文学

Journal of English for Academic Purposes Pub Date : 2026-07-01 Epub Date: 2026-06-26 DOI: 10.1016/j.jeap.2026.101727

Salvatore M. Ciancitto

{"title":"Digital educational escape rooms: Gamifying English Linguistics at University level: A case study to enhance EAP skills","authors":"Salvatore M. Ciancitto","doi":"10.1016/j.jeap.2026.101727","DOIUrl":"10.1016/j.jeap.2026.101727","url":null,"abstract":"<div><div>English for Academic Purposes (EAP) aims to develop the language skills necessary for academic achievement, frequently incorporating instruction in both academic and discipline-specific vocabulary. Additionally, EAP facilitates the acquisition of academic competencies such as writing, with particular emphasis on morphosyntactic structures.</div><div>In the context of English Language Teaching (ELT), gamification has been employed to enhance learner motivation and promote communicative learning. Informed by Self-Determination Theory (Deci & Ryan, 1985), gamification aims to foster intrinsic motivation by addressing learners’ needs for competence, autonomy, and relatedness. Empirical studies suggest that gamified activities can increase engagement and improve educational outcomes and may also facilitate vocabulary acquisition when implemented with appropriate digital tools and methodologies (Rabea & Abdalgane, 2022; Chen et al., 2019; He et al., 2023).</div><div>Digital Educational Escape Rooms (DEERs) constitute a form of gamified learning facilitated by specialised software and, in certain instances, immersive technologies. Nevertheless, such technologies can introduce financial and technical challenges. The present study investigates a DEER delivered exclusively via Google Forms, a cost-effective platform that supports the integration of text, images, audio, and video.</div><div>Employing an action research design, this study explored the relationship between participation in an escape-room activity and students’ performance on morphosyntactic assessments. Final morphosyntax test results were compared between participants and non-participants using both descriptive and statistical analyses.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"82 ","pages":"Article 101727"},"PeriodicalIF":3.7,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148499809","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

Move patterns, metadiscourse use, and move-metadiscourse connection in ChatGPT-generated and human-written research article abstracts 在chatgpt生成的和人类撰写的研究文章摘要中移动模式、元话语使用和移动-元话语连接

IF 3.7 1区文学

Journal of English for Academic Purposes Pub Date : 2026-07-01 Epub Date: 2026-06-29 DOI: 10.1016/j.jeap.2026.101731

Liming Deng, Longsheng Li, Xiaoping Gao

{"title":"Move patterns, metadiscourse use, and move-metadiscourse connection in ChatGPT-generated and human-written research article abstracts","authors":"Liming Deng, Longsheng Li, Xiaoping Gao","doi":"10.1016/j.jeap.2026.101731","DOIUrl":"10.1016/j.jeap.2026.101731","url":null,"abstract":"<div><div>This study examines similarities and differences between ChatGPT-generated and human-written research article (RA) abstracts in terms of their rhetorical move patterns, metadiscourse use, and the distribution of metadiscourse across moves. Drawing on two self-compiled corpora of applied linguistics RA abstracts, the study adopts a dual-dimensional analytical framework that integrates rhetorical move analysis with metadiscourse. The results show that the two corpora exhibit broadly comparable move patterns, but ChatGPT-generated abstracts display a substantially lower frequency of Move 1. As for metadiscourse use, human-written abstracts show higher frequencies of frame markers, endophoric markers, and hedges, whereas ChatGPT-generated abstracts more frequently use code glosses, attitude markers, and self-mentions. Further analysis of the move-metadiscourse connection indicates that human writers distribute metadiscourse resources relatively evenly across moves. By contrast, metadiscourse markers in ChatGPT-generated abstracts tend to cluster in Moves 4 and 5. Based on these patterns, the study proposes a descriptive model of the move-metadiscourse connection. The findings contribute to ongoing discussions of rhetorical patterns in AI-generated academic discourse and offer pedagogical implications for EAP writing instruction.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"82 ","pages":"Article 101731"},"PeriodicalIF":3.7,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148499682","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

Recontextualisation of SFL Appraisal analysis in the teaching of doctoral conclusion writing: The role of Attitude and Graduation in positively evaluating research contribution 博士结束语教学中SFL评价分析的再语境化：态度和毕业在积极评价研究贡献中的作用

IF 3.7 1区文学

Journal of English for Academic Purposes Pub Date : 2026-07-01 Epub Date: 2026-06-28 DOI: 10.1016/j.jeap.2026.101705

Karin Whiteside, Nadya Yakovchuk

{"title":"Recontextualisation of SFL Appraisal analysis in the teaching of doctoral conclusion writing: The role of Attitude and Graduation in positively evaluating research contribution","authors":"Karin Whiteside, Nadya Yakovchuk","doi":"10.1016/j.jeap.2026.101705","DOIUrl":"10.1016/j.jeap.2026.101705","url":null,"abstract":"<div><div>This study investigates how doctoral writers across disciplines linguistically realise positive evaluation of their research contributions in thesis conclusions. Drawing on the Appraisal system within Systemic Functional Linguistics (Martin & White, 2005), we analyse instances of <em>Move 2, Evaluating the study, Step 1, Indicating significance</em> (Yang & Allison, 2003; Loi et al., 2016) in a corpus of Politics and International Relations, Psychology, and Computer Science theses from two UK universities. We identify patterns in the use of resources for inscribed <em>Attitude</em> and <em>Attitude</em> evoked via the <em>Force</em> and <em>Focus</em> categories of <em>Graduation</em>, and compare our findings with the representation of evaluative language for this purpose in published pedagogic resources, concluding that both the rhetorical purpose and its linguistic realisation are currently to a large extent neglected. We discuss both implications for doctoral writing practitioners, including detailing a possible pedagogic intervention informed by our data, and implications with regard to the 'Applied Linguistics' vs. 'Applied-ness' debate.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"82 ","pages":"Article 101705"},"PeriodicalIF":3.7,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148499683","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

SFL genre-based writing research in the university EAP classroom: A systematic review from 1995 to 2024 基于体裁的大学英语专业课程写作研究：1995 - 2024年的系统回顾

IF 3.7 1区文学

Journal of English for Academic Purposes Pub Date : 2026-07-01 Epub Date: 2026-06-17 DOI: 10.1016/j.jeap.2026.101707

Cassi Liardet, Anne-Coleman Webre, Akiko Nagao, Harni Kartika-Ningsih, Winfred Wenhui Xuan

{"title":"SFL genre-based writing research in the university EAP classroom: A systematic review from 1995 to 2024","authors":"Cassi Liardet, Anne-Coleman Webre, Akiko Nagao, Harni Kartika-Ningsih, Winfred Wenhui Xuan","doi":"10.1016/j.jeap.2026.101707","DOIUrl":"10.1016/j.jeap.2026.101707","url":null,"abstract":"<div><div>The Systemic Functional Linguistics (SFL) genre-based approach (GBA), or the ‘Sydney school genre pedagogy’ (Green & Lee, 1994), is a theoretically grounded, justice-oriented approach to literacy that aims to make disciplinary ways of knowing, being and doing more explicit and visible to students (Martin & Rose, 2008). This paper presents an in-depth synthesis of research investigating SFL GBA in undergraduate and postgraduate EAP writing published in the 30-year period from 1995 to 2024, with a focus on how this pedagogy has been utilised and recontextualised in different EAP writing contexts to support learners to meet their diverse contextual needs. In total, 70 studies situated in tertiary education across 20 countries met the inclusion criteria and were analysed for their methodological design, disciplinary context and genre focus. This in-depth review identifies specific reasons researchers have studied GBA in EAP contexts, as well as key takeaways and areas for further investigation. The review offers readers insight into the diverse needs, challenges and adaptations addressed and explored in this body of research and aims to inspire and inform other researcher-practitioners working in higher education to integrate the SFL GBA into their EAP writing curriculum and to investigate the impact of such an approach on their students' developing writing proficiency.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"82 ","pages":"Article 101707"},"PeriodicalIF":3.7,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148499797","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}

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BALEAP JEAP news BALEAP JEAP新闻

IF 3.7 1区文学

Journal of English for Academic Purposes Pub Date : 2026-07-01 DOI: 10.1016/j.jeap.2026.101730

Helen Hickey (Baleap SIG Officer)

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Reimagining undergraduate EAP curricula: Exploring an AI-integrated, asset-oriented, genre-based, multimodal course redesign 重新构想本科EAP课程：探索整合ai、以资产为导向、体裁为基础、多模式的课程重新设计

IF 3.7 1区文学

Journal of English for Academic Purposes Pub Date : 2026-07-01 Epub Date: 2026-07-11 DOI: 10.1016/j.jeap.2026.101739

Angela Hakim

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Recontextualizing systemic functional Linguistics in translanguaging pedagogy for EAP classrooms 重新语境化系统功能语言学在跨语言教学中的应用

IF 3.7 1区文学

Journal of English for Academic Purposes Pub Date : 2026-07-01 Epub Date: 2026-06-19 DOI: 10.1016/j.jeap.2026.101708

Andrés Ramírez, Yuly Andrea González

{"title":"Recontextualizing systemic functional Linguistics in translanguaging pedagogy for EAP classrooms","authors":"Andrés Ramírez, 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}

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Student views on EMI effectiveness: A Q methodology investigation 学生对EMI有效性的看法：一项Q方法论调查

IF 3.7 1区文学

Journal of English for Academic Purposes Pub Date : 2026-07-01 Epub Date: 2026-06-23 DOI: 10.1016/j.jeap.2026.101732

Trung Hoang Minh Bui

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Writing with a persuasive ‘Punch’: Students' perceptions of a computer-assisted SFL-informed EAP intervention for undergraduate social sciences students 用有说服力的“重击”写作：学生对计算机辅助的基于sfl的本科社会科学学生EAP干预的看法

IF 3.7 1区文学

Journal of English for Academic Purposes Pub Date : 2026-07-01 Epub Date: 2026-06-15 DOI: 10.1016/j.jeap.2026.101709

Lok Ming Eric Cheung

{"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}

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