Journal of English for Academic Purposes最新文献_第6页

Disciplinary variation in grammatical complexity in university science textbooks in Hong Kong 香港大学科学教科书语法复杂程度的学科差异

IF 3.4 1区文学

Journal of English for Academic Purposes Pub Date : 2026-01-01 Epub Date: 2025-12-22 DOI: 10.1016/j.jeap.2025.101624

Jie Yang, Ge Lan, Minyan Huang

{"title":"Disciplinary variation in grammatical complexity in university science textbooks in Hong Kong","authors":"Jie Yang, Ge Lan, Minyan Huang","doi":"10.1016/j.jeap.2025.101624","DOIUrl":"10.1016/j.jeap.2025.101624","url":null,"abstract":"<div><div>This study investigates disciplinary variation in grammatical complexity in university textbooks across four disciplines in scientific domains (i.e., chemistry, computing mathematics, physics, and biology). A corpus was built by collecting science textbooks from a Hong Kong university, where an English Medium Instruction (EMI) policy was implemented. The frequencies of 11 clausal and phrasal complexity features (Biber et al., 2011) were included in our analysis. The corpus was tagged by the <em>Biber Tagger</em>, and then individual features were extracted and counted. The Kruskal-Wallis Test and post-hoc analysis were run to explore the differences in the frequencies of the 11 features across the textbooks in the four disciplines. The findings show significant differences in the frequencies of the grammatical complexity features with varied effect sizes. Substantial disciplinary variations were found in both phrasal features (i.e., appositive noun phrases and premodifying nouns) and clausal features (i.e., passive voices and finite relative clauses). A functional interpretation is also provided to explain the communicative purposes fulfilled by grammatical features. This study offers valuable insights for designing tailored pedagogical materials to develop students’ scientific literacy in this HK university or similar educational contexts.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"79 ","pages":"Article 101624"},"PeriodicalIF":3.4,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145839471","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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English reading expectations in Swedish higher education 瑞典高等教育中的英语阅读期望

IF 3.4 1区文学

Journal of English for Academic Purposes Pub Date : 2026-01-01 Epub Date: 2025-11-19 DOI: 10.1016/j.jeap.2025.101599

Hans Malmström , Diane Pecorari

{"title":"English reading expectations in Swedish higher education","authors":"Hans Malmström , Diane Pecorari","doi":"10.1016/j.jeap.2025.101599","DOIUrl":"10.1016/j.jeap.2025.101599","url":null,"abstract":"<div><div>In higher education, students’ learning conditions are shaped in no small part by the reading they are expected to do. This study documents the scope of English reading assigned in Swedish-medium undergraduate education. Although instruction is conducted in Swedish, students are nevertheless frequently required to engage with English texts, a practice long established in non-Anglophone contexts but not previously mapped in detail. Drawing on an extensive sample of reading lists from 2,225 Swedish-medium undergraduate courses across major disciplines, the study shows that students are often expected to manage substantial volumes of English reading, frequently without clear alignment to course credits or realistic consideration of workload. There is also considerable variation in academic reading expectations, reflected for example in the weekly English reading load both across and within disciplines. The study is descriptive by design: establishing a baseline of English reading load is a necessary first step toward theorizing reading practices in higher education and preparing interventions. At the same time, the results highlight the need for reflection and adjustment: ensuring that English reading demands are transparent, purposeful, and balanced across the curriculum will make them more manageable for students and support a more effective use of English texts in Swedish higher education.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"79 ","pages":"Article 101599"},"PeriodicalIF":3.4,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145569971","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

Exploring PhD students’ utilization of generative AI in academic writing for publication purposes: Insights for EAP 探索博士生在学术写作中对生成式人工智能的使用，以供出版：对EAP的见解

IF 3.4 1区文学

Journal of English for Academic Purposes Pub Date : 2026-01-01 Epub Date: 2025-12-08 DOI: 10.1016/j.jeap.2025.101612

Chenze Wu , Benjamin Luke Moorhouse , Yuwei Wan , Meixin Wu

{"title":"Exploring PhD students’ utilization of generative AI in academic writing for publication purposes: Insights for EAP","authors":"Chenze Wu , Benjamin Luke Moorhouse , Yuwei Wan , Meixin Wu","doi":"10.1016/j.jeap.2025.101612","DOIUrl":"10.1016/j.jeap.2025.101612","url":null,"abstract":"<div><div>The use of Generative Artificial Intelligence (GenAI) is creating new innovative processes and approaches to writing for publication that have implications for EAP. Given that the appropriate utilization of GenAI tools is under researched, existing EAP curricula might inadequately prepare students to appropriately incorporate GenAI tools into their academic writing practices for publication. The current study explored L2 PhD students’ understanding of the appropriateness of using GenAI in academic writing for publication purposes and their underlying reasons. A two-stage design, including a survey and follow-up semi-structured interviews, was employed. Data included 63 survey responses and 22 semi-structured interviews among L2 PhD students in arts, humanities, and social sciences at a Hong Kong university. The findings suggested divergent perceptions about the appropriateness of GenAI use at each stage of academic writing. Furthermore, although most participants highlighted the importance of maintaining transparency and acknowledged the necessity of AI declaration, about sixty percent opted not to declare their AI usage in actual publishing practices. The study sheds light on the use of GenAI by L2 PhD students in their writing for publication processes, and their understanding of the appropriate use of GenAI for publishing. The article provides six recommendations for EAP instructors and course organizers to help L2 students navigate the complexities of using GenAI appropriately and transparently in academic writing for publication.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"79 ","pages":"Article 101612"},"PeriodicalIF":3.4,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145736240","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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The unveiling diachronic changes in interactive metadiscourse use in the academic writing of applied linguistics over 45 years 45年来应用语言学学术写作中互动元语篇使用的历时变化

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Journal of English for Academic Purposes Pub Date : 2026-01-01 Epub Date: 2025-11-10 DOI: 10.1016/j.jeap.2025.101601

Yu Du, Junju Wang

引用次数: 0

Metadiscourse in postgraduate thesis supervisions at UK and Taiwanese universities 英国与台湾大学研究生论文指导之元语篇

IF 3.4 1区文学

Journal of English for Academic Purposes Pub Date : 2026-01-01 Epub Date: 2025-12-19 DOI: 10.1016/j.jeap.2025.101622

Chia-Yen Lin , Ken Lau , Yufang Ho

{"title":"Metadiscourse in postgraduate thesis supervisions at UK and Taiwanese universities","authors":"Chia-Yen Lin , Ken Lau , Yufang Ho","doi":"10.1016/j.jeap.2025.101622","DOIUrl":"10.1016/j.jeap.2025.101622","url":null,"abstract":"<div><div>This study investigates metadiscourse in master's thesis supervisions at universities in the UK and Taiwan, an established yet underexplored academic spoken genre that functions as a vital mechanism for effective research management and support, particularly within increasingly diverse cohorts of national and international students. Drawing on Hyland's interpersonal model, a self-compiled corpus of over 34,000 words of authentic supervisory interactions was analyzed to identify and compare the use of metadiscourse related to participants' discourse roles and the academic contexts in which the supervision occurred. Interactive metadiscourse exhibits similar distribution patterns across the UK and Taiwanese corpora, which reflects a shared awareness of disciplinary conventions and tacit genre knowledge, contributing to coherent discourse structuring and enhancing the comprehensibility of information-dense academic interactions in both contexts. In contrast, notable differences are observed in interactional metadiscourse, likely attributable to the hybrid academic values of Taiwan's modern higher education system and international students' adaptation to host institutional norms, that is negotiating knowledge in ways that are meaningful and appropriate within their respective discourse communities. Supervisors' dynamic role shifts, enabled by the strategic deployment of metadiscourse, suggest that effective supervision is not a static exertion of authority but a responsive and negotiated practice attuned to students' evolving needs and the epistemic demands of the unfolding supervisory encounter.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"79 ","pages":"Article 101622"},"PeriodicalIF":3.4,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145790123","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

BALEAP news for JEAP Jan 2026 2026年1月的BALEAP新闻

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Journal of English for Academic Purposes Pub Date : 2026-01-01 Epub Date: 2026-01-06 DOI: 10.1016/j.jeap.2025.101625

Andrew Hewitt , Laura Connolly , Natasha Ingall

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Bridging EAP and EMI: Professional development for EAP teachers in Chinese higher education 衔接EAP与EMI：中国高等教育EAP教师的专业发展

IF 3.4 1区文学

Journal of English for Academic Purposes Pub Date : 2026-01-01 Epub Date: 2025-12-25 DOI: 10.1016/j.jeap.2025.101623

Jingwen Zhou , Paolo Delogu

{"title":"Bridging EAP and EMI: Professional development for EAP teachers in Chinese higher education","authors":"Jingwen Zhou , Paolo Delogu","doi":"10.1016/j.jeap.2025.101623","DOIUrl":"10.1016/j.jeap.2025.101623","url":null,"abstract":"<div><div>The rapid expansion of English Medium Instruction (EMI) in higher education, particularly in non-Anglophone contexts, has led to significant pedagogical changes due to the shift of instructional medium from the local language to English, which requires content teachers to adapt their pedagogical approaches to ensure effective content learning. Also, this (shift) requires English Language Teaching (ELT) practitioners to switch from teaching general English to English for Academic Purposes (EAP) to ensure students' academic success in EMI contexts. Since EAP is more demanding, this switch calls for increased professional development (PD). However, current literature reveals that EAP teachers' PD in EMI contexts is vastly understudied compared to that of content teachers. This study responds to the growing need of exploring EAP teachers' PD and their views on PD opportunities in a surging EMI context – China, where EAP teachers are increasingly indispensable for providing much-needed academic support for students. Document analysis of PD-related documents and interviews with EAP teachers (n = 20) and PD leads (n = 5) across different types of EMI provisions (EMI university, EMI college, and EMI programme) reveal that PD specifically for EAP teachers is currently lacking, possibly owing to lack of awareness and support at the institutional level. The study concludes with practical implications for the refinement of EAP teachers’ PD and advocates for fairer PD investments across teaching cohorts.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"79 ","pages":"Article 101623"},"PeriodicalIF":3.4,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145839378","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

Knowledge construction modes in humanities and social sciences: A cross-disciplinary analysis through linguistic complexity lens 人文社会科学知识建构模式：语言复杂性视角下的跨学科分析

IF 3.4 1区文学

Journal of English for Academic Purposes Pub Date : 2026-01-01 Epub Date: 2025-11-08 DOI: 10.1016/j.jeap.2025.101600

Jilong Hao, Qiu Jin, Yuan Gao

{"title":"Knowledge construction modes in humanities and social sciences: A cross-disciplinary analysis through linguistic complexity lens","authors":"Jilong Hao, Qiu Jin, Yuan Gao","doi":"10.1016/j.jeap.2025.101600","DOIUrl":"10.1016/j.jeap.2025.101600","url":null,"abstract":"<div><div>This study investigates linguistic complexity patterns in research articles (RAs) across humanities and social sciences (HSS) disciplines to understand their knowledge construction modes (KCMs). Analyzing 600 RAs from 10 HSS disciplines with automated tools for syntactic and lexical complexity measurements, we identified two major KCMs: KCM-N and KCM-P, each with distinct sub-modes. The former mode features longer sentences with extensive subordination and coordination, while maintaining relatively lower lexical sophistication. The latter exhibits higher lexical sophistication but simpler syntactic structures. Notable variations exist within each mode: Philosophy emphasizes logical subordination, History and Literature combine coordination and subordination for narrative development; disciplines like Psychology and Anthropology favor empirical description through coordination and specialized vocabulary. Linguistics uniquely displays complex noun phrases despite simpler overall syntax. These findings reveal how disciplinary knowledge construction preferences shape academic discourse through distinct linguistic patterns, offering implications for English for Academic Purposes instruction and cross-disciplinary communication.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"79 ","pages":"Article 101600"},"PeriodicalIF":3.4,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145469164","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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Changing EAP assessment practices in the age of generative artificial intelligence: The case of Scottish higher education institutions 在生成式人工智能时代改变EAP评估实践：以苏格兰高等教育机构为例

IF 3.4 1区文学

Journal of English for Academic Purposes Pub Date : 2026-01-01 Epub Date: 2025-11-14 DOI: 10.1016/j.jeap.2025.101609

Lewis Urquhart , Xuan Minh Ngo

{"title":"Changing EAP assessment practices in the age of generative artificial intelligence: The case of Scottish higher education institutions","authors":"Lewis Urquhart , Xuan Minh Ngo","doi":"10.1016/j.jeap.2025.101609","DOIUrl":"10.1016/j.jeap.2025.101609","url":null,"abstract":"<div><div>The impact of generative artificial intelligence (GenAI) on higher education has been widely discussed since the public release of ChatGPT-3.5 in late 2022. However, there has been little empirical research on changes in English-for-Academic-Purposes (EAP) assessment practices in response to GenAI. This qualitative case study intends to fill this gap by examining how Scottish universities changed EAP assessments in response to GenAI, how effective those changes were perceived by EAP academics, and what recommendations EAP academics offered for future assessment practices. Data were collected from six semi-structured interviews conducted with EAP academics at five Scottish universities in mid-2024 and thematically analysed. The findings reveal that while substantial changes in assessment task design were limited, modifications to task requirements (e.g., GenAI declarations, context-specific prompts) and grading practices were more common. Moreover, our participants expressed scepticism about the effectiveness of some changes (e.g., AI use declarations) but positively perceived others (e.g., the use of context-specific questions, spontaneous speaking tasks, and named marking). As for their recommendations, the participating EAP academics generally advocated authentic and innovative tasks, such as portfolio-based assessment, reflections, multimodal projects, and GenAI output evaluation over reverting to traditional exams while simultaneously highlighting issues with workload and learning outcomes. The study implies a need for clearer institutional guidance, ongoing professional dialogue, and support for experimentation with GenAI-integrated assessment design in EAP contexts.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"79 ","pages":"Article 101609"},"PeriodicalIF":3.4,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145520894","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

Syntactic complexity in knowledge construction across disciplines: Evidence from dependency distance 跨学科知识构建中的句法复杂性：来自依赖距离的证据

IF 3.4 1区文学

Journal of English for Academic Purposes Pub Date : 2026-01-01 Epub Date: 2025-12-11 DOI: 10.1016/j.jeap.2025.101617

Lingyu Yi, Zhongqing He

{"title":"Syntactic complexity in knowledge construction across disciplines: Evidence from dependency distance","authors":"Lingyu Yi, Zhongqing He","doi":"10.1016/j.jeap.2025.101617","DOIUrl":"10.1016/j.jeap.2025.101617","url":null,"abstract":"<div><div>Syntactic complexity is a defining feature of academic discourse that shapes how knowledge is organized, abstracted, and communicated across disciplines. Although previous research has developed various metrics to measure syntactic complexity and cognitive processing costs across genres, few studies have systematically compared how these structures differ across disciplinary domains or reflect discipline-specific epistemological orientations. This study addresses this gap by investigating variation in syntactic complexity across disciplines using mean dependency distance (MDD) as the primary measure. Using a self-compiled corpus of 200 research articles across four disciplines, this study employed spaCy to perform dependency parsing and extract MDD, sentence length, mean clause length, and other syntactic metrics. The results reveal significant differences in syntactic complexity across disciplines. Applied linguistics exhibited the highest MDD, reflecting a tendency toward layered clause structures that support theoretical abstraction. Sociology occupied an intermediate position, balancing clarity with conceptual elaboration. In contrast, biology and materials engineering demonstrated lower MDD values, employing structurally efficient forms to encode procedural precision and technical specificity. These findings demonstrate that syntactic complexity is not merely a structural feature but also an indicator of the communicative and epistemic functions specific to academic disciplines. This study contributes to our understanding of how grammatical form realizes disciplinary knowledge practices in written academic discourse and offers practical implications for EAP research and pedagogy.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"79 ","pages":"Article 101617"},"PeriodicalIF":3.4,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145736239","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