Journal of English for Academic Purposes最新文献_第3页

Examining AI adoption in English academic writing: Do L2 writing selves, enjoyment, and education level matter? 考察人工智能在英语学术写作中的应用：第二语言写作自我、享受和教育水平重要吗？

IF 3.4 1区文学

Journal of English for Academic Purposes Pub Date : 2026-03-01 Epub Date: 2026-02-14 DOI: 10.1016/j.jeap.2026.101651

Jiaozhi Liang , Fang Huang , Timothy Teo

{"title":"Examining AI adoption in English academic writing: Do L2 writing selves, enjoyment, and education level matter?","authors":"Jiaozhi Liang , Fang Huang , Timothy Teo","doi":"10.1016/j.jeap.2026.101651","DOIUrl":"10.1016/j.jeap.2026.101651","url":null,"abstract":"<div><div>There is a paucity of quantitative research on AI adoption in English academic writing. To narrow this gap, the current study explored the influence of L2 writing selves, English academic writing enjoyment, and education level on AI adoption by 338 Chinese university English-as-a-foreign-language (EFL) learners (including 188 undergraduates and 150 postgraduates) in academic writing. Data were gathered via an online questionnaire and analyzed through structural equation modelling. Our results suggested that the ideal L2 writing self was a significant antecedent to perceived usefulness and ease of use, but neither the ideal nor the ought-to self significantly predicted AI usage intentions. In addition, English academic writing enjoyment and education level moderated the relationship between perceived usefulness and behavioral intention. The research model explained 71.5% of the variance in students' intentions to use AI. Overall, this study revealed the important roles of the ideal L2 writing self, enjoyment, and education level in shaping EFL learners’ autonomous AI adoption. Teachers are advised to make students use AI critically, boost their enjoyment in academic writing, and establish AI adoption guidelines for undergraduate and graduate students respectively.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"80 ","pages":"Article 101651"},"PeriodicalIF":3.4,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147449223","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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Who projects what, and how? Disciplinary variations in that-clause projection in research articles 谁计划什么，如何计划？研究文章中that从句投射的学科差异

IF 3.4 1区文学

Journal of English for Academic Purposes Pub Date : 2026-03-01 Epub Date: 2026-02-12 DOI: 10.1016/j.jeap.2026.101643

Shaojie Zhang (张少杰) , Hui Yu (于晖) , Le Wang (王乐)

{"title":"Who projects what, and how? Disciplinary variations in that-clause projection in research articles","authors":"Shaojie Zhang (张少杰) , Hui Yu (于晖) , Le Wang (王乐)","doi":"10.1016/j.jeap.2026.101643","DOIUrl":"10.1016/j.jeap.2026.101643","url":null,"abstract":"<div><div>This study investigates how projection through that-clauses varies across four academic disciplines: Biology, Linguistics, Media & Communication, and Information Science within a functional framework that considers who is projecting, what content is projected, and how projection is linguistically realized. A balanced corpus of 4000 that-clauses (1000 per discipline) was analyzed using both quantitative and qualitative methods. The findings show overlapping but discipline-specific patterns. Biology mainly projects current empirical findings through concealed sources and relational verbs, construing knowledge as impersonal and evidence-based. Information Science shares this evidential orientation yet stands out for its higher author visibility, limited use of prior research, and unusually frequent mental verbs, forming a pattern that blends impersonal reporting with reader-directed guidance. Media relies heavily on previous studies and human voices and favours verbal processes, constructing knowledge as socially situated and intertextually negotiated. Linguistics combines the sciencesuse of concealed or abstract sources with Media's openness to human voices, and stands out for its frequent projection of theoretical and methodological statements that integrate empirical description with theoretical interpretation. Across the four disciplines, that-clauses function as a central resource for integrating information with evaluation, thereby embodying deeper epistemological values. The study contributes to our understanding of disciplinary discourse and provides insights for both discourse analysts and academic writers in training.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"80 ","pages":"Article 101643"},"PeriodicalIF":3.4,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147449224","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 computational thinking into problem-based learning in EAP writing: Effects on motivation and writing performance 在EAP写作中将计算思维融入基于问题的学习：对写作动机和写作表现的影响

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Journal of English for Academic Purposes Pub Date : 2026-03-01 Epub Date: 2026-02-13 DOI: 10.1016/j.jeap.2026.101641

Ting-Ting Wu , Elsa Elsa , Yueh-Min Huang

{"title":"Integrating computational thinking into problem-based learning in EAP writing: Effects on motivation and writing performance","authors":"Ting-Ting Wu , Elsa Elsa , Yueh-Min Huang","doi":"10.1016/j.jeap.2026.101641","DOIUrl":"10.1016/j.jeap.2026.101641","url":null,"abstract":"<div><div>In English for Academic Purposes (EAP) contexts, learners frequently struggle to sustain motivation and produce well-organized expository texts because of cognitive overload and inadequate structural scaffolding. Although Problem-Based Learning (PBL) fosters autonomy and collaboration, it often fails to provide sufficient cognitive and organizational support for complex academic writing tasks. This study examined whether integrating Computational Thinking (CT) principles within a PBL framework could enhance EAP learners' motivation and expository writing performance. A quasi-experimental design was conducted with 58 third-year university students in Indonesia enrolled in an academic writing course. Participants were assigned to a control group receiving conventional PBL instruction and an experimental group receiving CT-enhanced PBL instruction. Motivation was assessed using a modified version of the Motivated Strategies for Learning Questionnaire (MSLQ) and analyzed through ANCOVA. Writing performance was evaluated across four expository tasks using Jacobs’ (1981) ESL Composition Profile and analyzed through linear mixed-effects modeling. Results indicated that the CT-enhanced PBL group demonstrated significantly higher motivation and superior writing performance, particularly in organization and language use. The findings highlight the pedagogical potential of embedding CT within PBL as a means to support sustained motivation, structured reasoning, and academic literacy in EAP writing instruction.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"80 ","pages":"Article 101641"},"PeriodicalIF":3.4,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147449109","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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Disciplinary variation in grammatical complexity in university science textbooks in Hong Kong 香港大学科学教科书语法复杂程度的学科差异

IF 3.4 1区文学

Journal of English for Academic Purposes Pub Date : 2026-01-01 Epub Date: 2025-12-22 DOI: 10.1016/j.jeap.2025.101624

Jie Yang, Ge Lan, Minyan Huang

{"title":"Disciplinary variation in grammatical complexity in university science textbooks in Hong Kong","authors":"Jie Yang, Ge Lan, Minyan Huang","doi":"10.1016/j.jeap.2025.101624","DOIUrl":"10.1016/j.jeap.2025.101624","url":null,"abstract":"<div><div>This study investigates disciplinary variation in grammatical complexity in university textbooks across four disciplines in scientific domains (i.e., chemistry, computing mathematics, physics, and biology). A corpus was built by collecting science textbooks from a Hong Kong university, where an English Medium Instruction (EMI) policy was implemented. The frequencies of 11 clausal and phrasal complexity features (Biber et al., 2011) were included in our analysis. The corpus was tagged by the <em>Biber Tagger</em>, and then individual features were extracted and counted. The Kruskal-Wallis Test and post-hoc analysis were run to explore the differences in the frequencies of the 11 features across the textbooks in the four disciplines. The findings show significant differences in the frequencies of the grammatical complexity features with varied effect sizes. Substantial disciplinary variations were found in both phrasal features (i.e., appositive noun phrases and premodifying nouns) and clausal features (i.e., passive voices and finite relative clauses). A functional interpretation is also provided to explain the communicative purposes fulfilled by grammatical features. This study offers valuable insights for designing tailored pedagogical materials to develop students’ scientific literacy in this HK university or similar educational contexts.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"79 ","pages":"Article 101624"},"PeriodicalIF":3.4,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145839471","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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English reading expectations in Swedish higher education 瑞典高等教育中的英语阅读期望

IF 3.4 1区文学

Journal of English for Academic Purposes Pub Date : 2026-01-01 Epub Date: 2025-11-19 DOI: 10.1016/j.jeap.2025.101599

Hans Malmström , Diane Pecorari

{"title":"English reading expectations in Swedish higher education","authors":"Hans Malmström , Diane Pecorari","doi":"10.1016/j.jeap.2025.101599","DOIUrl":"10.1016/j.jeap.2025.101599","url":null,"abstract":"<div><div>In higher education, students’ learning conditions are shaped in no small part by the reading they are expected to do. This study documents the scope of English reading assigned in Swedish-medium undergraduate education. Although instruction is conducted in Swedish, students are nevertheless frequently required to engage with English texts, a practice long established in non-Anglophone contexts but not previously mapped in detail. Drawing on an extensive sample of reading lists from 2,225 Swedish-medium undergraduate courses across major disciplines, the study shows that students are often expected to manage substantial volumes of English reading, frequently without clear alignment to course credits or realistic consideration of workload. There is also considerable variation in academic reading expectations, reflected for example in the weekly English reading load both across and within disciplines. The study is descriptive by design: establishing a baseline of English reading load is a necessary first step toward theorizing reading practices in higher education and preparing interventions. At the same time, the results highlight the need for reflection and adjustment: ensuring that English reading demands are transparent, purposeful, and balanced across the curriculum will make them more manageable for students and support a more effective use of English texts in Swedish higher education.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"79 ","pages":"Article 101599"},"PeriodicalIF":3.4,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145569971","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 PhD students’ utilization of generative AI in academic writing for publication purposes: Insights for EAP 探索博士生在学术写作中对生成式人工智能的使用，以供出版：对EAP的见解

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Journal of English for Academic Purposes Pub Date : 2026-01-01 Epub Date: 2025-12-08 DOI: 10.1016/j.jeap.2025.101612

Chenze Wu , Benjamin Luke Moorhouse , Yuwei Wan , Meixin Wu

{"title":"Exploring PhD students’ utilization of generative AI in academic writing for publication purposes: Insights for EAP","authors":"Chenze Wu , Benjamin Luke Moorhouse , Yuwei Wan , Meixin Wu","doi":"10.1016/j.jeap.2025.101612","DOIUrl":"10.1016/j.jeap.2025.101612","url":null,"abstract":"<div><div>The use of Generative Artificial Intelligence (GenAI) is creating new innovative processes and approaches to writing for publication that have implications for EAP. Given that the appropriate utilization of GenAI tools is under researched, existing EAP curricula might inadequately prepare students to appropriately incorporate GenAI tools into their academic writing practices for publication. The current study explored L2 PhD students’ understanding of the appropriateness of using GenAI in academic writing for publication purposes and their underlying reasons. A two-stage design, including a survey and follow-up semi-structured interviews, was employed. Data included 63 survey responses and 22 semi-structured interviews among L2 PhD students in arts, humanities, and social sciences at a Hong Kong university. The findings suggested divergent perceptions about the appropriateness of GenAI use at each stage of academic writing. Furthermore, although most participants highlighted the importance of maintaining transparency and acknowledged the necessity of AI declaration, about sixty percent opted not to declare their AI usage in actual publishing practices. The study sheds light on the use of GenAI by L2 PhD students in their writing for publication processes, and their understanding of the appropriate use of GenAI for publishing. The article provides six recommendations for EAP instructors and course organizers to help L2 students navigate the complexities of using GenAI appropriately and transparently in academic writing for publication.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"79 ","pages":"Article 101612"},"PeriodicalIF":3.4,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145736240","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 unveiling diachronic changes in interactive metadiscourse use in the academic writing of applied linguistics over 45 years 45年来应用语言学学术写作中互动元语篇使用的历时变化

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Journal of English for Academic Purposes Pub Date : 2026-01-01 Epub Date: 2025-11-10 DOI: 10.1016/j.jeap.2025.101601

Yu Du, Junju Wang

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Metadiscourse in postgraduate thesis supervisions at UK and Taiwanese universities 英国与台湾大学研究生论文指导之元语篇

IF 3.4 1区文学

Journal of English for Academic Purposes Pub Date : 2026-01-01 Epub Date: 2025-12-19 DOI: 10.1016/j.jeap.2025.101622

Chia-Yen Lin , Ken Lau , Yufang Ho

{"title":"Metadiscourse in postgraduate thesis supervisions at UK and Taiwanese universities","authors":"Chia-Yen Lin , Ken Lau , Yufang Ho","doi":"10.1016/j.jeap.2025.101622","DOIUrl":"10.1016/j.jeap.2025.101622","url":null,"abstract":"<div><div>This study investigates metadiscourse in master's thesis supervisions at universities in the UK and Taiwan, an established yet underexplored academic spoken genre that functions as a vital mechanism for effective research management and support, particularly within increasingly diverse cohorts of national and international students. Drawing on Hyland's interpersonal model, a self-compiled corpus of over 34,000 words of authentic supervisory interactions was analyzed to identify and compare the use of metadiscourse related to participants' discourse roles and the academic contexts in which the supervision occurred. Interactive metadiscourse exhibits similar distribution patterns across the UK and Taiwanese corpora, which reflects a shared awareness of disciplinary conventions and tacit genre knowledge, contributing to coherent discourse structuring and enhancing the comprehensibility of information-dense academic interactions in both contexts. In contrast, notable differences are observed in interactional metadiscourse, likely attributable to the hybrid academic values of Taiwan's modern higher education system and international students' adaptation to host institutional norms, that is negotiating knowledge in ways that are meaningful and appropriate within their respective discourse communities. Supervisors' dynamic role shifts, enabled by the strategic deployment of metadiscourse, suggest that effective supervision is not a static exertion of authority but a responsive and negotiated practice attuned to students' evolving needs and the epistemic demands of the unfolding supervisory encounter.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"79 ","pages":"Article 101622"},"PeriodicalIF":3.4,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145790123","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 Jan 2026 2026年1月的BALEAP新闻

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Journal of English for Academic Purposes Pub Date : 2026-01-01 Epub Date: 2026-01-06 DOI: 10.1016/j.jeap.2025.101625

Andrew Hewitt , Laura Connolly , Natasha Ingall

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Bridging EAP and EMI: Professional development for EAP teachers in Chinese higher education 衔接EAP与EMI：中国高等教育EAP教师的专业发展

IF 3.4 1区文学

Journal of English for Academic Purposes Pub Date : 2026-01-01 Epub Date: 2025-12-25 DOI: 10.1016/j.jeap.2025.101623

Jingwen Zhou , Paolo Delogu

{"title":"Bridging EAP and EMI: Professional development for EAP teachers in Chinese higher education","authors":"Jingwen Zhou , Paolo Delogu","doi":"10.1016/j.jeap.2025.101623","DOIUrl":"10.1016/j.jeap.2025.101623","url":null,"abstract":"<div><div>The rapid expansion of English Medium Instruction (EMI) in higher education, particularly in non-Anglophone contexts, has led to significant pedagogical changes due to the shift of instructional medium from the local language to English, which requires content teachers to adapt their pedagogical approaches to ensure effective content learning. Also, this (shift) requires English Language Teaching (ELT) practitioners to switch from teaching general English to English for Academic Purposes (EAP) to ensure students' academic success in EMI contexts. Since EAP is more demanding, this switch calls for increased professional development (PD). However, current literature reveals that EAP teachers' PD in EMI contexts is vastly understudied compared to that of content teachers. This study responds to the growing need of exploring EAP teachers' PD and their views on PD opportunities in a surging EMI context – China, where EAP teachers are increasingly indispensable for providing much-needed academic support for students. Document analysis of PD-related documents and interviews with EAP teachers (n = 20) and PD leads (n = 5) across different types of EMI provisions (EMI university, EMI college, and EMI programme) reveal that PD specifically for EAP teachers is currently lacking, possibly owing to lack of awareness and support at the institutional level. The study concludes with practical implications for the refinement of EAP teachers’ PD and advocates for fairer PD investments across teaching cohorts.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"79 ","pages":"Article 101623"},"PeriodicalIF":3.4,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145839378","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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