Journal of English for Academic Purposes最新文献_第7页

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

Exploring the affordances of generative AI large language models for stance and engagement in academic writing 探索生成式人工智能大型语言模型在学术写作中的立场和参与的启示

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2025-03-11 DOI: 10.1016/j.jeap.2025.101499

Zhishan Mo, Peter Crosthwaite

{"title":"Exploring the affordances of generative AI large language models for stance and engagement in academic writing","authors":"Zhishan Mo, Peter Crosthwaite","doi":"10.1016/j.jeap.2025.101499","DOIUrl":"10.1016/j.jeap.2025.101499","url":null,"abstract":"<div><div>Large pre-trained models like ChatGPT demonstrate remarkable capabilities in generating coherent text across various domains, posing serious implications for teaching academic writing, given the potential for student plagiarism and reliance on software for developing writing skills. However, the linguistic properties and strategies these models employ remain largely unexplored. We investigate how three available large language models (LLMs) express stance and engage with readers in their writing, providing insights into their abilities to produce contextually appropriate and discipline-specific academic writing. 30 academic essays produced by each model were compared with those of human writers on identical topics using detailed prompts, before annotating each text for stance and engagement following Hyland's (2005) taxonomy. Results indicate that LLMs generally use a narrower and more repetitive range of stance and engagement features than human writers, with significant variation also across each LLM. Disciplinary use of stance and engagement is largely in line with human writing except for the philosophy discipline. Implications for teaching academic writing are discussed, particularly regarding identifying potential LLM-related plagiarism and inconsistencies in academic stance and engagement.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"75 ","pages":"Article 101499"},"PeriodicalIF":3.1,"publicationDate":"2025-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143592462","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

Implementing academic reading circles in higher education: Exploring perceptions, motivation and outcomes 在高等教育中实施学术阅读圈：探索认知、动机和结果

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2025-03-03 DOI: 10.1016/j.jeap.2025.101489

Jennifer Rose Ament , Irene Tort-Cots , Elisabet Pladevall-Ballester

{"title":"Implementing academic reading circles in higher education: Exploring perceptions, motivation and outcomes","authors":"Jennifer Rose Ament , Irene Tort-Cots , Elisabet Pladevall-Ballester","doi":"10.1016/j.jeap.2025.101489","DOIUrl":"10.1016/j.jeap.2025.101489","url":null,"abstract":"<div><div>Academic reading is an essential yet challenging skill to teach in higher education. Research shows that academic reading circles (ARC) is a promising methodology that could improve academic reading skills but despite this, few studies have reported on the experiences and outcomes of implementing the methodology in the university setting. The purpose of this study is to investigate perceptions, motivation and outcomes of using ARC methodology in a first-year university English for academic purposes (EAP) course. 95 students and 4 instructors participated in a 16-week longitudinal study. A pre- and post-reading test was used to measure reading improvement and pre- and post-questionnaires were administered to obtain students' and instructors’ experiences with the implementation of ARC and their perceptions on the impact of ARC on reading skills. Results show that while ARC is a demanding activity that requires training for instructors and scaffolding for students, students perceive ARC to have a positive impact on both their higher and lower order thinking skills and that overall reading scores significantly improve after the intervention. The findings highlight the potential benefits of ARC as an effective and useful methodology to teach critical reading skills in higher education EAP courses.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"75 ","pages":"Article 101489"},"PeriodicalIF":3.1,"publicationDate":"2025-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143548118","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

Corrigendum to “The expression of obligation in student academic writing” [Journal of English for Academic Purposes (2020), (44), 100840] “学生学术写作中义务的表达”的更正[学术英语杂志（2020），（44），100840]

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2025-03-01 DOI: 10.1016/j.jeap.2025.101481

Benet Vincent

引用次数: 0

BALEAP News – Conference time! BALEAP新闻-会议时间到了！

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2025-03-01 DOI: 10.1016/j.jeap.2025.101486

引用次数: 0

Diachronic change of noun phrase complexity in the IMRD sections of medical research articles (1970–2020) 医学科研论文IMRD部分名词短语复杂度的历时变化（1970-2020）

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2025-02-19 DOI: 10.1016/j.jeap.2025.101488

Fan Pan, Ming Nie

{"title":"Diachronic change of noun phrase complexity in the IMRD sections of medical research articles (1970–2020)","authors":"Fan Pan, Ming Nie","doi":"10.1016/j.jeap.2025.101488","DOIUrl":"10.1016/j.jeap.2025.101488","url":null,"abstract":"<div><div>Despite the growing interest in noun phrase (NP) complexity in academic writing, it remains unknown how NP complexity has evolved in IMRD (Introduction, Methods, Results, Discussion) sections within research articles (RAs). Exploring the evolution of NP complexity across sections can not only complement previous diachronic findings on whole RAs, but also enhance our dynamic understanding of the evolving linguistic correlates of IMRD sections with distinct communicative functions. This study investigated the diachronic changes in the use of nine NP complexity features (i.e., noun modifiers) across IMRD sections in a corpus of 480 medical RAs spanning 50 years (1970–2020) at 10-year intervals. Using Pearson correlation tests and two-way ANOVAs, we tracked the changing patterns of each feature and compared those patterns across IMRD sections. Findings showed an upward trend in phrasal NP complexity features in all the sections. Additionally, the cross-sectional comparisons revealed a two-way distinction, in which Introduction/Discussion sections consistently applied a wider range and a larger number of NP complexity features than Methods/Results sections. The observed diachronic changes were explained in relation to the evolving characteristics of the IMRD sections through a text-linguistic analysis. This study may provide useful implications for English for Medical Purposes pedagogy.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"74 ","pages":"Article 101488"},"PeriodicalIF":3.1,"publicationDate":"2025-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143474176","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

Lexical bundles across IMRD-structured Medicine research article sections: A within-register perspective 跨imrd结构医学研究文章部分的词汇束：注册域内的视角

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2025-02-15 DOI: 10.1016/j.jeap.2025.101487

Heng Gong , Thi Ngoc Phuong Le , Louisa Buckingham

引用次数: 0

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2025-02-10 DOI: 10.1016/j.jeap.2025.101484

Teresa Edwards-Okazaki

引用次数: 0

Local grammar, discourse acts, and disciplinarity: A case study of definition 地方语法、话语行为和纪律：定义的个案研究

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2025-02-08 DOI: 10.1016/j.jeap.2025.101485

Yimin Zhang , Huan Wang

{"title":"Local grammar, discourse acts, and disciplinarity: A case study of definition","authors":"Yimin Zhang , Huan Wang","doi":"10.1016/j.jeap.2025.101485","DOIUrl":"10.1016/j.jeap.2025.101485","url":null,"abstract":"<div><div>This study employed the local grammar approach to explore disciplinary variations in the use of the discourse act ‘definition’ in research articles in Linguistics, Education, Physics, and Civil Engineering. The study aimed to unveil the intricate connection between language use and disciplinarity, and to offer an alternative approach to examine disciplinary discourses. Four corpora, i.e., LinDEAP, EduDEAP, PhysDEAP, and CivDEAP from the DEAP (Database of English for Academic Purposes) Corpus, were used for the study. Instances of definition were retrieved by searching for a set of lexico-syntactic markers, and the subsequent local grammar analyses of these instances identified 37 relatively frequent patterns associated with definition. We then deliberated on the similarities and differences in the distribution of local grammar patterns of definition between the soft and hard sciences as well as between the pure and applied disciplines. It was argued that the variations in the use of definition not only reflect but also construct the disciplinary epistemologies. The implications for EAP/ESP writing research and pedagogy were also discussed.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"74 ","pages":"Article 101485"},"PeriodicalIF":3.1,"publicationDate":"2025-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143394926","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