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

‘I just feel very dispensable’: Exploring the connections between precarity and identity for academic literacy developers 我只是觉得自己可有可无"：探索学术素养培养者的不稳定性与身份之间的联系

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2024-07-22 DOI: 10.1016/j.jeap.2024.101425

{"title":"‘I just feel very dispensable’: Exploring the connections between precarity and identity for academic literacy developers","authors":"","doi":"10.1016/j.jeap.2024.101425","DOIUrl":"10.1016/j.jeap.2024.101425","url":null,"abstract":"<div><p>Precarious employment is a well-established feature in academia, with many lecturers, tutors and professional services staff on forms of fixed-term contract. It is especially a feature of academic development spaces, such as English for Academic Purposes (EAP) programmes, and academic staff and student development programmes. Precarity results in high staff turnover and undermines staff credibility and capacity; these issues may impact student success. Further, for lecturers and tutors themselves, there are implications for their professional identity and sense of legitimacy within their role, department, and university. Using data from qualitative surveys and interviews with academic literacy practitioners in South Africa, this article explores how being precariously employed affects agency and the development of a professional practitioner identity for those on fixed-term contracts. Using aspects of Archer's social realist framework to theorise agency, we show how precarity impacts a sense of purpose and professional self within the university in relation to other academics and students.</p></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1475158524000936/pdfft?md5=4e184cb36ec140989d22e6946b541c4d&pid=1-s2.0-S1475158524000936-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141772351","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

Effectiveness of student academic presentations: What do we learn from presentation guidebooks? 学生学术报告的有效性：我们从演讲指导手册中学到了什么？

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2024-07-20 DOI: 10.1016/j.jeap.2024.101423

{"title":"Effectiveness of student academic presentations: What do we learn from presentation guidebooks?","authors":"","doi":"10.1016/j.jeap.2024.101423","DOIUrl":"10.1016/j.jeap.2024.101423","url":null,"abstract":"<div><p>This research is based on a survey of recently published presentation guidebooks designed for both general academic readership as well as scientific and technical communities. The primary objectives were 1) to examine how Anglophone academic culture views <em>effectiveness</em> of academic presentations and, respectively, determine the shared core principles which contribute to it; 2) to identify additional explicitly stated aspects of <em>effective</em> presentations, both general and/or area-specific; 3) to get a better sense of the generalizability of the language recommendations in the guidebooks by looking into whether they were derived from large language data sources or were based primarily on the authors’ subjective language observations.</p><p>Overall, the survey revealed that Anglophone academic culture has a consistent view of several core principles on which <em>effective</em> and <em>successful</em> academic presentations should be built. The guidebooks also offered a shared set of additional characteristics, associated with both the preparation and delivery stage of <em>effective</em> presentations. However, the majority of the surveyed guidebooks lacked in the depth and breadth of their treatment of the language use in presentations. The findings of the survey can be beneficial to instructors and novice presenters alike.</p></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141736698","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

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2024-07-19 DOI: 10.1016/j.jeap.2024.101420

引用次数: 0

Perceived impact of English medium instruction on transnational graduates in Türkiye: Insights from a mixed-methods study 英语教学对土耳其跨国毕业生的影响：混合方法研究的启示

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2024-07-18 DOI: 10.1016/j.jeap.2024.101421

引用次数: 0

Exploring the potential of using ChatGPT for rhetorical move-step analysis: The impact of prompt refinement, few-shot learning, and fine-tuning 探索使用 ChatGPT 进行修辞步骤分析的潜力：及时完善、少量学习和微调的影响

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2024-07-17 DOI: 10.1016/j.jeap.2024.101422

{"title":"Exploring the potential of using ChatGPT for rhetorical move-step analysis: The impact of prompt refinement, few-shot learning, and fine-tuning","authors":"","doi":"10.1016/j.jeap.2024.101422","DOIUrl":"10.1016/j.jeap.2024.101422","url":null,"abstract":"<div><p>Rhetorical move-step analysis has wielded considerable influence in the fields of English for Academic/Specific Purposes. To explore the potential of using ChatGPT for automated move-step analysis, this study examines the impact of few-shot learning, prompt refinement, and base model fine-tuning on its accuracy in move-step annotation. Our dataset consisted of the introduction sections of 100 research articles in the field of applied linguistics that have been manually annotated for move-steps based on a modified version of Swales’ (1990) Create-a-Research-Space model, with 80 for training, 10 for validation, and 10 for testing. We formulated an initial prompt that instructed the base model to perform move-step annotation, evaluated it in a zero-shot setting on the validation set, and subsequently refined it with greater specificity. We also fine-tuned the base model on the training set. Evaluation results on the test set showed that few-shot learning and prompt refinement both led to significant albeit relatively small performance improvements, while fine-tuning the base model achieved substantially higher accuracies (92.3% for move and 80.2% for step annotation). Our results highlight the potential of using ChatGPT for discourse-level annotation tasks and have useful implications for EAP pedagogy. They also provide key recommendations for employing ChatGPT in research.</p></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141772350","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

Podcasting science: Rhetorical moves and interactional metadiscourse in the Nature Podcast 播客科学：自然》播客中的修辞手法和互动元话语

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2024-07-14 DOI: 10.1016/j.jeap.2024.101419

{"title":"Podcasting science: Rhetorical moves and interactional metadiscourse in the Nature Podcast","authors":"","doi":"10.1016/j.jeap.2024.101419","DOIUrl":"10.1016/j.jeap.2024.101419","url":null,"abstract":"<div><p>Riding the waves of media technologies, academia is leveraging various multimedia platforms to publicize research and bolster public prestige, of which the <em>Nature</em> Podcast stands as a paragon of this paradigm shift. The auditory medium, produced by a world-leading scientific journal, allows researchers to disseminate findings in their own voices, popularize scientific knowledge, and enhance interactivity and immediacy with broad audiences. To investigate how this podcast democratizes science and persuades its heterogeneous listenership of research validity and novelty, this article analyses the rhetorical moves and stance and engagement markers of 40 episodes published from 2018 to 2023. The analysis identifies four moves and ten steps that are obligatory for podcasters to restructure and recontextualize scientific discourse for auditory delivery and public listenership. Further analysis reveals that, unlike the rigidity of academic publishing, “podcasting science” engenders a different scientist persona and a dynamic form of audience engagement. Arguing that the <em>Nature</em> Podcast represents a synergistic blend of technical accuracy and public accessibility, we demonstrate the dynamic interaction between podcast hosts and scientists and how their specific roles shape the interactions with audiences. Pedagogical implications of these findings are also discussed.</p></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141697540","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 reformulation in expert linguists’ writings: Elaborative metadiscourse between disciplinarity and individuality 语言专家著作中的范例化和重新表述：学科性与个性之间的阐释性元话语

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2024-07-06 DOI: 10.1016/j.jeap.2024.101407

Nesrine Triki

{"title":"Exemplification and reformulation in expert linguists’ writings: Elaborative metadiscourse between disciplinarity and individuality","authors":"Nesrine Triki","doi":"10.1016/j.jeap.2024.101407","DOIUrl":"https://doi.org/10.1016/j.jeap.2024.101407","url":null,"abstract":"<div><p>Exemplification and reformulation are key elaborative strategies that empower clarity and argumentation in academic writing. Most research investigating their use in academic writing argues that writers’ choices in terms of frequency and marker type are conditioned by disciplinary variations and the level of expertise of the writers. This has led to an understanding of discourse communities as being homogeneous groups of novice versus expert writers and of separate soft versus hard disciplines. Through the analysis of 90 research articles and book chapters single-authored by six leading linguists, this study shows that these successful authors deviate from the common practices in linguistics and their choices deviate from each other significantly. However, the data does not reveal any steady increasing or decreasing frequencies in the use of exemplification and reformulation throughout their career stages, which makes it hard to claim that the frequency of using the two discourse functions evolves with experience. The study argues that individuality and style preferences within the same discourse community should be acknowledged as an additional variable affecting discursive choices and calls for a more nuanced understanding of disciplinarity and writing expertise.</p></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1475158524000754/pdfft?md5=ac1fb97520d403a6640fa7717bafbbd7&pid=1-s2.0-S1475158524000754-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141582494","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

Writing book reviews: Perceptions and experiences of Chinese novice scholars 撰写书评：中国新学者的看法和经验

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2024-07-06 DOI: 10.1016/j.jeap.2024.101409

Feng (Kevin) Jiang , Ken Hyland

{"title":"Writing book reviews: Perceptions and experiences of Chinese novice scholars","authors":"Feng (Kevin) Jiang , Ken Hyland","doi":"10.1016/j.jeap.2024.101409","DOIUrl":"https://doi.org/10.1016/j.jeap.2024.101409","url":null,"abstract":"<div><p>Writing book reviews provides novice scholars with the valuable experience of critical engagement with their field and the development of academic writing skills, but it also confronts them with rhetorical and publishing challenges. Given the enduring value of the genre and its potential importance in English for Research and Publication Purposes courses, we investigate how academics view their experience of publishing this genre. Based on in-depth interviews with fifteen Chinese scholars of varied professional status, we find that authors participate in writing book reviews early in their careers and appreciate the opportunities it offers to develop their academic writing, gain an appreciation of reader needs, become familiar with publication practices, and advance their careers. Concerns were raised, however, about the extent to which institutions value book reviews for advancement. Despite varying opinions, the respondents saw book reviews as affording them tangible gains, especially early in their careers, in writing for publication and learning disciplinary norms of communication. Thus the genre merits respect from institutions and a more central place in ERPP training programmes and postgraduate writing courses.</p></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141582496","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

From teacher to teacher researcher: Identity change in the power dynamics of an EAP reform community 从教师到教师研究者：EAP 改革社区权力动态中的身份变化

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2024-07-06 DOI: 10.1016/j.jeap.2024.101408

Yuan Gao, Yaqiong Cui

{"title":"From teacher to teacher researcher: Identity change in the power dynamics of an EAP reform community","authors":"Yuan Gao, Yaqiong Cui","doi":"10.1016/j.jeap.2024.101408","DOIUrl":"https://doi.org/10.1016/j.jeap.2024.101408","url":null,"abstract":"<div><p>Educational reforms often entail and afford teachers’ identity change. Adopting a community of practice (CoP) framework to examine reform-inflicted teacher identity change and drawing on data from eight rounds of semi-structured interviews over three and a half years, our longitudinal case study traced how three English for Academic Purposes (EAP) teachers negotiate their teacher researcher identity during an educational reform in China. We find that a multi-layered, multi-centered, and multi-functional reform CoP of complex power dynamics can facilitate EAP teachers’ negotiation of teacher-to-teacher researcher identity change during a curriculum reform, which can further enrich the long-term sustainable development of a community. Highlighting the significant role of CoPs in educational reforms and teacher development, we advocate a CoP of dynamic power relations and multiple power positions and call for frontline teachers’ engagement with teaching-based research to potentially strengthen the research-practice nexus. This study bears implications for educational reform participants and teacher educators.</p></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141582497","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

Unpacking EFL learners’ emotions and emotion-regulation strategies in digital collaborative academic reading projects: An integrated approach of vignette methodology and interview analysis 解读数字协作学术阅读项目中 EFL 学习者的情绪和情绪调节策略：小故事方法与访谈分析的综合方法

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2024-07-03 DOI: 10.1016/j.jeap.2024.101404

You Su, Haizhen Guo

{"title":"Unpacking EFL learners’ emotions and emotion-regulation strategies in digital collaborative academic reading projects: An integrated approach of vignette methodology and interview analysis","authors":"You Su, Haizhen Guo","doi":"10.1016/j.jeap.2024.101404","DOIUrl":"https://doi.org/10.1016/j.jeap.2024.101404","url":null,"abstract":"<div><p>This study explored the manifestation of multifaceted emotions, sources of emotions, and emotion regulation strategies of college EFL learners participating in digital collaborative academic reading projects. Data were collected through a vignette-based survey that was comprised of 19 episodes of authentic emotion-inducing scenarios among 72 Chinese EFL learners, supplemented by semi-structured interviews with 16 participants. While the results showed a relatively balanced distribution of positive and negative emotions, anxiety, nervousness, and happiness were found to be the top three most commonly experienced emotions. The study identified three sources of positive emotions including topic interest, experiencing mastery and achievement, and recognition from other groups. The findings also revealed factors inducing negative emotions in digital collaborative academic reading: reading difficulties, challenges in interacting with group members, low-quality feedback from external groups, online learning environment and technology issues, and time pressure. Furthermore, the study extended the literature on emotion regulation by developing a comprehensive taxonomy of six categories of strategies (i.e., co-regulation, cognitive change, response regulation, attention deployment, task-related regulation, and situation modification) tailored to the context of digital collaborative academic reading. These findings can offer practical guidance for enhancing social-emotional interactions in technology-enhanced collaborative academic reading.</p></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141607278","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