Journal of English for Academic Purposes最新文献

{"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}

{"title":"Enhancing multimodal speaking practice with real-time AI avatars: A pedagogical trial in a university English course","authors":"Juanyuan Jiang ,&nbsp;Simon Wang ,&nbsp;Ying Dong ,&nbsp;Yan Liu","doi":"10.1016/j.jeap.2026.101683","DOIUrl":"10.1016/j.jeap.2026.101683","url":null,"abstract":"","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"81 ","pages":"Article 101683"},"PeriodicalIF":3.4,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147956556","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":"Into the eye of the beholder: The BALEAP TEAP scheme as a case study of lesson observation from the observer's perspective","authors":"Wayne Rimmer","doi":"10.1016/j.jeap.2026.101669","DOIUrl":"10.1016/j.jeap.2026.101669","url":null,"abstract":"<div><div>The purpose of this practice-focused paper is to explore the contribution of observation in a specific context, that of individual British Association of Lecturers of English for Academic Purposes (BALEAP) Teaching English for Academic Purposes (TEAP) accreditation. The research question was: How do observers identify and interpret the individual BALEAP TEAP criteria during observation? Nine trained BALEAP observers each observed a recorded EAP lesson, completed a standardised BALEAP TEAP observation instrument and then discussed the lesson, taken from a UK pre-sessional course, in a follow-up interview. It was found that observers approach the task with a mindset that appreciates the value of observation, the responsibility of their role and the potential impact on the teacher. However, observers can find themselves challenged by a lack of explicitness in some of the criteria and, above all, by them only having a partial picture of the wider teaching and learning context. Observers also need to be mindful that the criteria used for BALEAP accreditation observations are not of equal importance. Indeed, depending on the specifics of the actual teaching context, some of the suggested criteria may not even be relevant at all. This finding highlights that in certain cases, teachers may be prevented from meeting the stated observation criteria by the boundaries of the courses they teach. This suggests issues with how the criteria are articulated and the training that supports their interpretation. Recommendations are made for enhancing the observation component of the scheme.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"81 ","pages":"Article 101669"},"PeriodicalIF":3.4,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147956557","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":"Balancing the North and the South: A Brazilian perspective on multilingual publishing","authors":"Kátia Monteiro ,&nbsp;Eliana Hirano","doi":"10.1016/j.jeap.2026.101678","DOIUrl":"10.1016/j.jeap.2026.101678","url":null,"abstract":"<div><div>This study investigates whether and how the linguistic choice of publication (i.e., English or Portuguese) shapes the research and writing practices of multilingual scholars in Brazil. While much of the English for Research and Publication Purposes (ERPP) literature has emphasized the challenges of publishing in English, fewer studies have examined how multilingual scholars actively manage publication across different languages and stages of the research cycle. Drawing on interviews with experienced, multilingual Brazilian researchers in language and literature-related disciplines, this study analyzes three phases: planning and research, manuscript writing and revision prior to publication, and journal review process. Findings show that linguistic choice exerted influence in nuanced ways, intersecting with other factors. At the planning and research stages, the language of publication mattered little; instead, disciplinary traditions and ideological commitments shaped practices, particularly through efforts to prioritize authors in the Global South, whether publications occurred in English or Portuguese. In writing, linguistic choice influenced discourse, with a few scholars being more conscientious about using a more “direct” and “objective” style in English. The peer review process revealed sharper contrasts, as international venues often enforced Anglophone discourse norms of conciseness, objectivity, and depoliticization, prompting either compliance or resistance. Overall, these findings suggest that multilingual publishing is governed less by language itself than by factors such as journal status, disciplinary culture and socialization, epistemic commitments, and ideological motivations, which intersect with each other in complex ways.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"81 ","pages":"Article 101678"},"PeriodicalIF":3.4,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147802305","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 comparative multi-dimensional analysis of economics and marketing research articles","authors":"Ting Lan ,&nbsp;Chunyu Hu ,&nbsp;Chunmei Lu","doi":"10.1016/j.jeap.2026.101690","DOIUrl":"10.1016/j.jeap.2026.101690","url":null,"abstract":"<div><div>Multi-dimensional (MD) analysis has been increasingly adopted in English for Academic Purposes (EAP) research (e.g., Gray et al., 2020; Hardy &amp; Römer, 2013; Wang &amp; Xin, 2023), yet it has been scarcely used to examine disciplinary variation between neighbouring disciplines. The present study conducts an MD analysis to compare the register features of research articles (RAs) from economics and marketing, two neighbouring disciplines with intricate relationship and distinct epistemologies. The results show that there are significant differences between economics and marketing RAs on two of the five dimensions identified in the MD analysis. More specifically, economics RAs indicate higher informational density and a greater reliance on conditional reasoning, whereas marketing RAs display both greater academic involvement and a more condensed description. These differences are discussed in relation to variations in disciplinary cultures. The findings contribute to a more nuanced understanding of disciplinary variation and underscore the need to support EAP professionals in cultivating explicit awareness of disciplinary rhetoric, thereby facilitating more deliberate and effective rhetorical decisions in their academic activities.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"81 ","pages":"Article 101690"},"PeriodicalIF":3.4,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147802306","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}