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

From English to ESAP: Probing the boundary-crossing experience of a language teacher in a Chinese university 从英语到ESAP：中国大学语言教师的跨界经验探讨

IF 3.4 1区文学

Journal of English for Academic Purposes Pub Date : 2026-03-01 Epub Date: 2026-01-24 DOI: 10.1016/j.jeap.2026.101637

Kailun Wang , Luxin Yang , Rui Yuan

{"title":"From English to ESAP: Probing the boundary-crossing experience of a language teacher in a Chinese university","authors":"Kailun Wang , Luxin Yang , Rui Yuan","doi":"10.1016/j.jeap.2026.101637","DOIUrl":"10.1016/j.jeap.2026.101637","url":null,"abstract":"<div><div>This qualitative case study focuses on the boundary-crossing experience of an English teacher during an institutional curriculum reform in a Chinese university. It collected multiple sources of data, including semi-structured interviews, classroom observations, and artifacts (e.g., policy documents and teaching materials). Data analysis shows that Helen's (pseudonym) boundary-crossing experiences in course teaching and academic research through learning mechanisms in terms of identification, coordination, reflection, and transformation. During Helen's boundary crossing, various factors at personal, interpersonal, and institutional levels positioned her as a boundary broker while also inducing tensions and challenges. The study illustrates how language teachers utilize learning mechanisms to transform their habitual ways of sense-making and reconstruct professional identities during boundary-crossing experiences. It also contributes to our understanding of teachers' boundary crossing as a multilevel, non-linear, complex, and sometimes stakes-laden practice. The study provides practical recommendations for language teachers' professional development and curriculum reforms.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"80 ","pages":"Article 101637"},"PeriodicalIF":3.4,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146026008","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 willingness to communicate vis-à-vis learner talk in an EAP classroom: An observation-assisted repeated Q methodology study 探索沟通意愿与-à-vis学习者在EAP课堂上的谈话：一项观察辅助的重复Q方法研究

IF 3.4 1区文学

Journal of English for Academic Purposes Pub Date : 2026-03-01 Epub Date: 2026-02-09 DOI: 10.1016/j.jeap.2026.101642

Qianqian Zhou, Qingyang Sun, Yuqing Wang , Yangxu Shen

{"title":"Exploring willingness to communicate vis-à-vis learner talk in an EAP classroom: An observation-assisted repeated Q methodology study","authors":"Qianqian Zhou, Qingyang Sun, Yuqing Wang , Yangxu Shen","doi":"10.1016/j.jeap.2026.101642","DOIUrl":"10.1016/j.jeap.2026.101642","url":null,"abstract":"<div><div>Extensive scholarship has investigated willingness to communicate (WTC) concerning its intensity, antecedents, and correlations with other learner variables. Yet, empirical research into the dynamic interplay of factors through which WTC translates into talk, and the relative salience of such factors in the interactions, remains underexplored. To address this gap, the present study examines how English for Academic Purposes (EAP) students translate WTC into classroom talk within a pre-sessional English course, targeting the combined effects and relative strength of factors underlying their WTC–talk interface. Methodological triangulation integrated two rounds of Q methodology (n = 38), semi-structured interviews conducted at two timepoints, and one round of classroom observations. This repeated mixed-methods design revealed two profiles which remain largely consistent across both timepoints: 1) Internally driven and externally aided communicators (Profile 1, n = 23), and 2) Internally restrained and externally reliant communicators (Profile 2, n = 8). Two learner groups consistently identified with these two distinct profiles, and a third group (n = 7) transitioned between them. The findings empirically substantiate that factors are neither indiscriminately activated nor equally impactful across different communicative moments and scenarios. By illuminating salient factors and their interactional patterns underlying students’ WTC–talk processes, the study highlights between-group stability, within-learner stability and variability, thereby yielding context- and agent-contingent, pedagogically actionable implications.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"80 ","pages":"Article 101642"},"PeriodicalIF":3.4,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147449213","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

GenAI! GenAI? GenAI...

IF 3.4 1区文学

Journal of English for Academic Purposes Pub Date : 2026-03-01 Epub Date: 2026-02-18 DOI: 10.1016/j.jeap.2026.101650

Guangwei Hu

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Rhetorical divergence of AI: Comparing interactive and interactional metadiscourse in GPT-generated and human-authored research abstracts across disciplines 人工智能的修辞分歧：比较gpt生成和人类撰写的跨学科研究摘要中的交互式和交互式元话语

IF 3.4 1区文学

Journal of English for Academic Purposes Pub Date : 2026-03-01 Epub Date: 2026-02-21 DOI: 10.1016/j.jeap.2026.101640

Guangyuan Yao , Zhaoxia Liu

{"title":"Rhetorical divergence of AI: Comparing interactive and interactional metadiscourse in GPT-generated and human-authored research abstracts across disciplines","authors":"Guangyuan Yao , Zhaoxia Liu","doi":"10.1016/j.jeap.2026.101640","DOIUrl":"10.1016/j.jeap.2026.101640","url":null,"abstract":"<div><div>Academic writing is inherently social and persuasive, relying on metadiscourse to mediate interaction between writers and readers. The emergence of Large Language Models (LLMs) such as ChatGPT challenges this dynamic, raising questions about their ability to reproduce human rhetorical complexity. Although previous studies have noted AI's limitations in interactional features, a comprehensive cross-disciplinary analysis of both interactive and interactional metadiscourse in empirical research article (RA) abstracts remains underexplored. Given that abstracts play a crucial gatekeeping role by shaping first impressions and influencing readership, understanding how AI deploys organizational and persuasive language in this genre is essential.</div><div>Addressing this gap, the present study offers a systematic comparative analysis of metadiscourse use in ChatGPT-generated and human-authored RA abstracts across Engineering, Medicine, and Applied Linguistics. Using a novel methodology that integrates corpus linguistics with computational semantic modeling (BERT embeddings and t-SNE visualization), the analysis moves beyond frequency counts to examine meaning in context. Findings indicate that AI-generated abstracts place greater emphasis on explicit textual organization through interactive metadiscourse, sometimes exceeding human usage of features such as code glosses and evidentials. However, AI demonstrates marked weaknesses in interactional metadiscourse, including limited stance modulation and reduced personal engagement, particularly through the underuse of self-mentions and inconsistent use of hedges across disciplines. Moreover, AI shows limited sensitivity to discipline-specific rhetorical norms. These results suggest that current AI models fall short of replicating the interpersonal and disciplinary sophistication of expert academic writing, offering implications for AI detection and academic writing pedagogy.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"80 ","pages":"Article 101640"},"PeriodicalIF":3.4,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147449216","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

Mentoring through advice: Shaping rhetorical agency in doctoral supervision 建议式指导：博士指导中修辞机构的塑造

IF 3.4 1区文学

Journal of English for Academic Purposes Pub Date : 2026-03-01 Epub Date: 2026-02-06 DOI: 10.1016/j.jeap.2026.101645

Yan (Olivia) Zhang

{"title":"Mentoring through advice: Shaping rhetorical agency in doctoral supervision","authors":"Yan (Olivia) Zhang","doi":"10.1016/j.jeap.2026.101645","DOIUrl":"10.1016/j.jeap.2026.101645","url":null,"abstract":"<div><div>Mentoring in doctoral supervision dynamically shapes students' research orientations, practices and positioning on an ongoing basis. Existing research has examined the role of mentoring in promoting such development. Insufficient attention, however, has been paid to how mentoring, enacted through supervisory advice, mediates doctoral writers' rhetorical agency and epistemic independence. Drawing on thematic and intertextual analyses of a doctoral student's supervision (emails, written comments, textual revisions), this study explores how mentoring fosters <em>dialogicality</em> and discursive knowledge negotiation around her doctoral thesis. Findings reveal email communication as a crucial site that helps the doctoral writer configure her disciplinary positioning and express the legitimacy of her work. Mentoring advice orients her towards <em>mediated</em> rhetorical agency – a mechanism promoting her effective meaning making and evolving epistemic independence. This agency reflects a dynamic capacity to act, mobilizing rhetorical and epistemological resources under supervisory guidance and coordinating them to enhance the visibility of her scholarly voice in doctoral writing.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"80 ","pages":"Article 101645"},"PeriodicalIF":3.4,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147449218","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

Managing negative evaluation and alternative action proposals using modal verb constructions: Pre-service teachers’ academic language use in video-mediated interactions 使用情态动词结构管理负面评价和替代行动建议：职前教师在视频媒介互动中的学术语言使用

IF 3.4 1区文学

Journal of English for Academic Purposes Pub Date : 2026-03-01 Epub Date: 2026-02-13 DOI: 10.1016/j.jeap.2026.101648

Ufuk Balaman

{"title":"Managing negative evaluation and alternative action proposals using modal verb constructions: Pre-service teachers’ academic language use in video-mediated interactions","authors":"Ufuk Balaman","doi":"10.1016/j.jeap.2026.101648","DOIUrl":"10.1016/j.jeap.2026.101648","url":null,"abstract":"<div><div>This study deals with pre-service teachers' use of English for academic purposes in video-mediated interactional settings and is situated at the interface of interactional linguistics, conversation analysis, and language teacher education. Using multimodal conversation analysis as the research methodology and drawing on the grammar-in-interaction perspective informed by interactional linguistics, this study investigates pre-service teachers' collaborative video analysis meetings based on video clips taken from real classrooms of other, more experienced teachers. In and through video-mediated multiparty interactions, the participants (pre-service teachers) critically analyze teacher classroom interactional practices with divergent evaluative stances (i.e., on a gradient of positive to negative). Specifically dealing with negative evaluations based on a collection of cases, the study shows how pre-service teachers display their negative evaluative stances using a specific grammatical construction consisting of third-person subject pronoun, modal auxiliary verb, and alternative action proposals. In doing so, the participants jointly achieve identifying ‘what could be done’ differently in language classrooms, while also collectively portraying ‘ideal’ teaching practices <em>in situ</em> by proposing alternative courses of actions. The findings bring new insights into grammar-in-interaction, video-mediated interactions, EAP, and language teacher education research.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"80 ","pages":"Article 101648"},"PeriodicalIF":3.4,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147449227","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 technicality measure for ESAP vocabulary: exploring geography ESAP词汇的一个技术性措施：探索地理

IF 3.4 1区文学

Journal of English for Academic Purposes Pub Date : 2026-03-01 Epub Date: 2026-02-24 DOI: 10.1016/j.jeap.2026.101655

Andreja Drašler , Ken Hyland

{"title":"A technicality measure for ESAP vocabulary: exploring geography","authors":"Andreja Drašler , Ken Hyland","doi":"10.1016/j.jeap.2026.101655","DOIUrl":"10.1016/j.jeap.2026.101655","url":null,"abstract":"<div><div>Geography comprises two broad subfields – physical geography and human geography – which are so distinct that they essentially correspond to different branches of knowledge: sciences and arts. Since technical vocabulary varies across disciplines, this difference creates a serious challenge for students who take both courses. To investigate the variation in technicality between two subfields, corpora of geographical texts relevant to students were constructed from textbook chapters and journal articles recommended by geography professors: 659,726 words from human geography and 704,395 words of physical geography. Word lists from each corpus were extracted according to: (1) the keyness score; (2) a minimum document frequency cut-off; (3) the exclusion of proper nouns and adjectives not part of technical terms. We measured the technicality of the vocabulary in each corpus using the Technicality Analysis Model (TAM) by Ha and Hyland (2017), along with a Modified Technicality Analysis Model (MTAM) designed for this study which is less reliant on the researcher's judgements. The results show that physical geography features significantly more technical vocabulary than human geography. We discuss the implications of using technicality word lists for teaching and assessing students and for understanding Geography.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"80 ","pages":"Article 101655"},"PeriodicalIF":3.4,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147449217","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

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}

引用次数: 0

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

IF 3.4 1区文学

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}

引用次数: 0