Journal of English for Academic Purposes最新文献_第5页

The emergence of academic writers: Multilingual doctoral students’ translanguaging and transpositioning in AI-mediated academic writing 学术作家的出现：多语种博士生在人工智能介导的学术写作中的跨语言和换位

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Journal of English for Academic Purposes Pub Date : 2026-01-01 Epub Date: 2025-11-23 DOI: 10.1016/j.jeap.2025.101613

Amy Wanyu Ou , Kevin W.H. Tai , Xinyi Wang

{"title":"The emergence of academic writers: Multilingual doctoral students’ translanguaging and transpositioning in AI-mediated academic writing","authors":"Amy Wanyu Ou , Kevin W.H. Tai , Xinyi Wang","doi":"10.1016/j.jeap.2025.101613","DOIUrl":"10.1016/j.jeap.2025.101613","url":null,"abstract":"<div><div>This study explores how multilingual PhD students navigate AI-mediated academic writing and construct their academic identities, drawing on translanguaging and transpositioning as analytical frameworks. While generative AI tools are increasingly integrated into academic writing, current research often overlooks how interactions with these tools shape students' roles as emerging academic writers, particularly doctoral students who are in the process of developing their disciplinary voice. Using a cross-context case study, this study analyses data from ten PhD students from diverse disciplinary and national backgrounds. Data include student texts, ChatGPT interaction histories, and interviews, analysed using Interpretative Phenomenological Analysis. Findings show that students strategically mobilize their full linguistic repertoires alongside AI-generated text, engaging in bilingual mediation, multimodal composition, and critical adaptation of AI language. We argue that AI-mediated academic writing is not merely a technical or text production process but an interactive space where these students with insecure ESL stances engage in transpositioning, encouraging the emergence of critical <em>academic writer</em> identities<em>.</em> This process involves students’ power negotiation with AI through translanguaging practices to assert text ownership and disciplinary voice. This study contributes to AI and academic English education research by highlighting identity construction as central to writing with AI and offers pedagogical insights into how doctoral training can better support reflective, genre-aware, and multilingual academic writers in the AI era.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"79 ","pages":"Article 101613"},"PeriodicalIF":3.4,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145615634","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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From hedging to self-mention: Seventy years of stance in doctoral theses and what it means for EAP 从回避到自我提及：70年的博士论文立场及其对EAP的意义

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Journal of English for Academic Purposes Pub Date : 2026-01-01 Epub Date: 2025-11-26 DOI: 10.1016/j.jeap.2025.101616

Marii Abdeljaoued

{"title":"From hedging to self-mention: Seventy years of stance in doctoral theses and what it means for EAP","authors":"Marii Abdeljaoued","doi":"10.1016/j.jeap.2025.101616","DOIUrl":"10.1016/j.jeap.2025.101616","url":null,"abstract":"<div><div>The doctoral thesis is among the most demanding genres in English for Academic Purposes (EAP). It requires novice scholars to master complex rhetorical conventions, construct disciplinary identities, and project credible authorial voices. Understanding how these rhetorical practices have changed over time is essential for tracing the evolution of doctoral writing conventions. This longitudinal corpus-based study investigates diachronic variation in stance taking across 240 UK doctoral theses (18 million words of raw text, 13 million of cleaned text). The corpus covers eight disciplines spanning the hard–soft and pure–applied spectrum between 1950 and 2016. Drawing on Hyland's (2005a; 2005b) stance model, the analysis examines the use of hedges, boosters, attitude markers, and self-mention over seven decades. Findings reveal broad stability in overall stance density, indicating a qualified conservatism in the genre. Hedges remain the most frequent device, while self-mention shows a gradual increase. This suggests a persistent caution in argumentation alongside a modest shift toward greater authorial presence. Booster use declines slightly, accompanied by greater rhetorical precision and disciplinary specificity, whereas attitude markers display relative stability with disciplinary variation. These findings underscore the conservative nature of doctoral writing, yet highlight subtle rhetorical shifts with pedagogical significance. Implications are discussed for EAP practitioners, including the development of discipline-sensitive materials, corpus-informed teaching activities, and supervisor training to enhance doctoral writers' stance awareness and rhetorical flexibility.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"79 ","pages":"Article 101616"},"PeriodicalIF":3.4,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145615635","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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Journal of English for Academic Purposes Pub Date : 2025-12-11 DOI: 10.1016/j.jeap.2025.101620

Yu Kyoung Shin

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Journal of English for Academic Purposes Pub Date : 2025-11-10 DOI: 10.1016/j.jeap.2025.101597

Hongyan Liang, He Wang

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Journal of English for Academic Purposes Pub Date : 2025-11-07 DOI: 10.1016/j.jeap.2025.101598

Yonghua Wang (Yoka)

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Structured peer feedback for authorial voice development: A proof-of-concept study with Chinese doctoral writers in the UK 作者声音发展的结构化同行反馈：对在英国的中国博士作者的概念验证研究

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Journal of English for Academic Purposes Pub Date : 2025-11-01 Epub Date: 2025-10-07 DOI: 10.1016/j.jeap.2025.101583

Jim McKinley , Dandan Zhu , Nathan Thomas

{"title":"Structured peer feedback for authorial voice development: A proof-of-concept study with Chinese doctoral writers in the UK","authors":"Jim McKinley , Dandan Zhu , Nathan Thomas","doi":"10.1016/j.jeap.2025.101583","DOIUrl":"10.1016/j.jeap.2025.101583","url":null,"abstract":"<div><div>This small-scale qualitative study explores how structured peer feedback can support the development of academic writing and authorial voice among Chinese doctoral students writing in English. Situated in a UK university, the study involved three Chinese PhD candidates who participated in guided peer feedback sessions using an adapted appraisal framework. The framework focused on aspects of writer identity. Through text-based analysis and reflective interviews, the study found that structured peer feedback helped participants refine their authorial positioning, enhance clarity and intentionality in their writing, and increase critical awareness of academic discourse norms. The findings highlight the potential of peer feedback as a complementary practice alongside supervisory feedback, providing a lower-stakes environment for doctoral writers to negotiate linguistic and rhetorical challenges. While exploratory in scope, this proof-of-concept study contributes to understandings of peer learning in doctoral education for L2 writers. It suggests that structured peer feedback initiatives can promote writer autonomy and identity development. Implications for English for Academic Purposes (EAP) support services and doctoral training programmes are discussed.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"78 ","pages":"Article 101583"},"PeriodicalIF":3.4,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145268309","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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Editor's Note 编者按

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Journal of English for Academic Purposes Pub Date : 2025-11-01 Epub Date: 2025-11-05 DOI: 10.1016/j.jeap.2025.101590

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Personal learning environment-supported group academic writing: Chinese postgraduates' experiences and evaluation 个人学习环境支持的团体学术写作：中国研究生的经验与评价

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Journal of English for Academic Purposes Pub Date : 2025-11-01 Epub Date: 2025-10-09 DOI: 10.1016/j.jeap.2025.101569

Xiaoshu Xu , Huanhuan Zhang , Vivian Ngan-Lin Lei , Lihua Qi , Yixin Pan

{"title":"Personal learning environment-supported group academic writing: Chinese postgraduates' experiences and evaluation","authors":"Xiaoshu Xu , Huanhuan Zhang , Vivian Ngan-Lin Lei , Lihua Qi , Yixin Pan","doi":"10.1016/j.jeap.2025.101569","DOIUrl":"10.1016/j.jeap.2025.101569","url":null,"abstract":"<div><div>This study addresses the gap between postgraduate students' academic writing proficiency and higher education expectations by evaluating the effectiveness of a Personal Learning Environment-supported Group Academic Writing (PLE-GAW) platform combined with face-to-face teaching. Guided by the Technology Acceptance Model and collaborative learning theory, the study adopts a mixed-methods design, integrating experimental procedures, questionnaires, and semi-structured interviews. A total of 99 first-year postgraduate students engaged with the PLE-GAW platform, while 98 students in the control group followed traditional instruction. Thematic analysis and quantitative methods, including independent samples t-tests and the Mann-Whitney <em>U</em> test, revealed significant challenges in literature review, research methods, data analysis, and topic selection. These challenges were mitigated by tailored guidance, knowledge resources, tools, and self-assessment features provided by the PLE-GAW platform. The experimental group demonstrated significantly higher thesis scores compared to the control group, with participants reporting high satisfaction and reduced writing stress. This study highlights the platform's effectiveness in addressing core academic writing challenges and fostering skills, confidence, and collaboration, offering valuable implications for enhancing postgraduate academic writing education.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"78 ","pages":"Article 101569"},"PeriodicalIF":3.4,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145268308","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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A FrameNet-based comparative analysis of interest markers in PhD theses by native and non-native English-speaking doctoral writers 基于框架的英语母语与非英语母语博士论文兴趣标记比较分析

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Journal of English for Academic Purposes Pub Date : 2025-11-01 Epub Date: 2025-10-19 DOI: 10.1016/j.jeap.2025.101592

Jiarui Jia, Jingyuan Zhang

{"title":"A FrameNet-based comparative analysis of interest markers in PhD theses by native and non-native English-speaking doctoral writers","authors":"Jiarui Jia, Jingyuan Zhang","doi":"10.1016/j.jeap.2025.101592","DOIUrl":"10.1016/j.jeap.2025.101592","url":null,"abstract":"<div><div>Linguistic expressions of interest (e.g., <em>interesting, intriguing</em>, <em>fascinating</em>) are commonly used in academic writing to indicate authors epistemic stance and engage readers in knowledge construction. Despite their rhetorical importance, their use varies significantly across linguistic and cultural contexts. This study adopts a cognitive semantic framework, the Interest frame, to examine how first language (L1) backgrounds influence the semantic realization of interest in applied linguistics PhD theses. Based on a self-compiled corpus of 70 PhD theses by native English and Chinese speakers, the study analyzes how L1 background affects the incidence of key frame elements within the Interest frame. While overall frequencies of interest markers did not differ significantly between groups, notable L1-related variations emerged in Trigger and Experiencer elements. Native English writers more frequently employed Appraisal triggers and significantly favored Implied (Author/Reader) experiencers, whereas Chinese writers preferred attributing interest to the academic community. Although the Author category showed no significant difference, native English writers exhibited a greater authorial visibility both implicitly and explicitly. These differences reflect culturally rooted rhetorical preferences, divergent epistemological stances, and genre-specific demands of doctoral writing. The findings underscore the culturally hybrid nature of academic discourse and offer pedagogical implications for genre-based academic writing instruction.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"78 ","pages":"Article 101592"},"PeriodicalIF":3.4,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145321052","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-BUILA English language best practice project: Testing, qualifications and English for academic purposes BALEAP-BUILA英语语言最佳实践项目：测试、资格认证和学术英语

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Journal of English for Academic Purposes Pub Date : 2025-11-01 Epub Date: 2025-10-28 DOI: 10.1016/j.jeap.2025.101595

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