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

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2025-04-02 DOI: 10.1016/j.jeap.2025.101508

Yimin Zhang

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Utilization of appraisal resources for acknowledging limitations within doctoral theses across disciplines 利用评估资源来承认跨学科博士论文的局限性

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2025-04-01 DOI: 10.1016/j.jeap.2025.101511

Shuyi (Amelia) Sun , Feng (Kevin) Jiang

{"title":"Utilization of appraisal resources for acknowledging limitations within doctoral theses across disciplines","authors":"Shuyi (Amelia) Sun , Feng (Kevin) Jiang","doi":"10.1016/j.jeap.2025.101511","DOIUrl":"10.1016/j.jeap.2025.101511","url":null,"abstract":"<div><div>In doctoral thesis composition, the acknowledgment of limitations not only showcases writers' capacity for self-evaluation but may operate to sway disciplinary examiners to perceive caveats in a more positive light, hereby constituting a crucial element in determining the acceptability and justification of research within disciplinary communities. Nonetheless, scant consideration has been given to the disciplinary interpersonal strategies for acknowledging limitations within the ESAP literature. To remedy the oversight, this study investigated the mediation of interpersonal discursive practices through the <em>appraisal</em> system (Martin & White, 2005) alongside any disciplinary variation in the limitations of 120 doctoral theses across hard and soft disciplines. Results showed prevalent utilization of diverse <em>appraisal</em> features, serving to convey authorial viewpoints, negotiate potential alternative perspectives, and fortify compromises with expert examiners. Cross-disciplinary analyses further revealed soft-disciplinary writers’ notable preference for most <em>appraisal</em> resources, suggesting variations in disciplinary knowledge structure and conventional practice. The findings are anticipated to inform interpersonal strategies for delivering limitations, develop the current comprehension of disciplinary modes of knowing and social practice, and offer pedagogical insights for thesis writing instruction.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"75 ","pages":"Article 101511"},"PeriodicalIF":3.1,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143747649","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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Chinese university students’ self-regulated strategic learning in English medium instruction from a sociocultural perspective 社会文化视角下中国大学生英语媒介教学中的自主策略学习

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2025-04-01 DOI: 10.1016/j.jeap.2025.101510

Pengzhan Yang, Wenqian Huang, Hui-zhong Shen, Hongzhi Yang, Chuan Gao

{"title":"Chinese university students’ self-regulated strategic learning in English medium instruction from a sociocultural perspective","authors":"Pengzhan Yang, Wenqian Huang, Hui-zhong Shen, Hongzhi Yang, Chuan Gao","doi":"10.1016/j.jeap.2025.101510","DOIUrl":"10.1016/j.jeap.2025.101510","url":null,"abstract":"<div><div>Recently, there has been growing interest in research on learning strategies employed by students to regulate their learning in English medium instruction (EMI) settings. This study examines the self-regulated strategic learning by Chinese university students in an EMI programme over an extended period of time. Data were collected from 262 students through a questionnaire on learning strategies to gauge the way they learn as well as the role of their English proficiency and year of study in their self-regulated learning. Interviews and learning journals were also utilised with nine students to offer in-depth insights into their self-regulation through the lens of sociocultural theory. The findings revealed that students actively adopted metacognitive and cognitive strategies to internalise external mediating resources (e.g., course materials, technology tools) and assistance from peer discussions and teacher instruction. However, participants' less use of social and affective strategies indicated their insufficient socially mediated self-regulation, highlighting the need for scaffolded training to cultivate students' self-regulatory skills. The findings further demonstrated the role of students’ English proficiency and year of study in their self-regulated learning, which has implications for fostering an interactive learning community to facilitate optimal student learning in EMI.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"75 ","pages":"Article 101510"},"PeriodicalIF":3.1,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143738259","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

“Figure 2 shows that …”: Evidentiality in Chinese graduate students’ research articles “图2显示……”：中国研究生研究文章的证据性

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2025-03-31 DOI: 10.1016/j.jeap.2025.101507

Zhongqing He, Haowen Zhou

{"title":"“Figure 2 shows that …”: Evidentiality in Chinese graduate students’ research articles","authors":"Zhongqing He, Haowen Zhou","doi":"10.1016/j.jeap.2025.101507","DOIUrl":"10.1016/j.jeap.2025.101507","url":null,"abstract":"<div><div>Evidentiality is an important interpersonal resource in academic discourse, indicating sources of information and authorial commitment to propositions. Compared to other interpersonal resources in academic writing, however, evidentiality is an understudied area. In particular, much is unknown about the possible similarities/differences between student writers and expert writers in their use of evidentiality in research articles (RAs). The present study, adopting a systemic functional linguistics perspective, reports a corpus-based comparative examination of evidentiality in Chinese graduate students' coursework RAs and expert writers' published RAs. The study's aim is to discern the extent to which Chinese graduate students differ from expert writers in their use of evidentiality in English RAs in four disciplines: mathematics, physics, metallurgy, and materials science. The results showed that Chinese graduate students, as English as a foreign language (EFL) writers, use significantly more evidentials in their RAs than expert writers and their repertoire of evidentials is relatively limited. Chinese graduate students also show strong preferences for certain types and realizations of evidentiality and thus display less variety and flexibility in their use of evidentials in their RAs. This study provides evidence for the relationship between writers' writing skills and language proficiency and their use of evidentiality in RAs, and may contribute to our understanding of evidentiality in academic discourse.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"75 ","pages":"Article 101507"},"PeriodicalIF":3.1,"publicationDate":"2025-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143738256","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 systematic analysis of first-person identity roles in agricultural sciences 农业科学中第一人称身份角色的系统分析

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 通过“读者参与”在研究文章的介绍作者身份建设的跨学科研究

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 作为学术通用语的英语在研究性写作中的例证及其地方语法模式

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 多语研究者的出版语言：台湾语境下的地域到流动

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 运用视觉脚手架提高科学教育英语材料的可理解性：体裁教学法

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 二语学习者从阅读到写作的论证任务中语言复杂性的纵向发展

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