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

Learner-centered EAP practices: Managing agenda in tutorial interaction 以学习者为中心的 EAP 实践：在辅导互动中管理议程

IF 3 1区文学

Journal of English for Academic Purposes Pub Date : 2024-03-01 DOI: 10.1016/j.jeap.2024.101345

Teppo Jakonen, Derya Duran

{"title":"Learner-centered EAP practices: Managing agenda in tutorial interaction","authors":"Teppo Jakonen, Derya Duran","doi":"10.1016/j.jeap.2024.101345","DOIUrl":"10.1016/j.jeap.2024.101345","url":null,"abstract":"<div><p>Many higher education institutions support the linguistic needs of ESL students by providing various kinds of tutorial services. Although tutorial interaction has received much research attention, few studies have investigated how tutors and students make decisions about what language skills and activities to focus on during tutorials. In this article, we use conversation analysis (CA) to explore how participants jointly set the tutorial agenda in video recordings from ESL tutorials in dyadic tutor-tutee interactions between an L1 English tutor and L2 tutees at a community college in the United States. We examine participants' interactional practices of initiating agenda management, identifying the tutee's language learning needs, proposing learning activities, and managing disagreement about proposed activities. Our analysis shows how the participants orient to the tutee as the person who is expected to take the lead in agenda setting. From the perspective of a learner-centered EAP pedagogy, agenda management constitutes an important practice because it enables the individualization of the tutorial, which is essential in an instructional environment characterized by a diversity of students' language skills and learning needs. Recognizing the situated, collaborative, and negotiated nature of tutorial interaction can help educational institutions and EAP practitioners further promote learner-centeredness in their practice.</p></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"68 ","pages":"Article 101345"},"PeriodicalIF":3.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1475158524000134/pdfft?md5=5a5f69e84aa04983cd24d19efaaff4d8&pid=1-s2.0-S1475158524000134-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139680005","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

“I notice I'm getting more involved, interested, and excited about my future topic.” Action research as a transition from research steps to navigating graduate students' scholarly dispositions "我发现自己对未来的课题越来越投入，越来越感兴趣，也越来越兴奋"。行动研究作为从研究步骤到引导研究生学术态度的过渡

IF 3 1区文学

Journal of English for Academic Purposes Pub Date : 2024-03-01 DOI: 10.1016/j.jeap.2024.101365

Michelle Bedeker , Sulushash Kerimkulova

{"title":"“I notice I'm getting more involved, interested, and excited about my future topic.” Action research as a transition from research steps to navigating graduate students' scholarly dispositions","authors":"Michelle Bedeker , Sulushash Kerimkulova","doi":"10.1016/j.jeap.2024.101365","DOIUrl":"10.1016/j.jeap.2024.101365","url":null,"abstract":"<div><p>Graduate students often approach research with predefined steps emphasising procedural aspects that occasionally expose their inadequate preparation for research as social practice. The purpose of this paper is to show how an action research (AR) methodology, in conjunction with English for Specific Purposes (ESP) and Systemic Functional Linguistics (SFL), has facilitated the scaffolding of explicit formal, rhetorical, procedural, and strategic knowledge in research discourse. We followed a cyclical action research model consisting of 1) recognising students' limited understanding of research as a social practice, 2) developing interventions to promote understanding of how language is structured, represented, and negotiated in scientific discourse, 3) results of the intervention, and 4) reflection. Thematic analysis of six participants' data, including their tasks, reflections, and draft proposals, revealed a discernible progression towards scholarly thinking, transformative learning, and the embodiment of scholarly identity. Integrating ESP and SFL frameworks enhanced our ability to guide students through research-specific discourses, moving beyond a purely theoretical understanding to engage in authentic practices. This approach contributed to the cultivation of Communities of Practice (CoP) in which student-faculty collaboration fostered a shared scholarly mindset and facilitated the gradual integration of students into these academic communities.</p></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"68 ","pages":"Article 101365"},"PeriodicalIF":3.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140281428","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

IF 3 1区文学

Journal of English for Academic Purposes Pub Date : 2024-03-01 DOI: 10.1016/j.jeap.2024.101359

Weihong Chen, Lawrence Jun Zhang

引用次数: 0

Students’ attitudes towards accents in English-medium instruction: The role of cosmopolitan and motivation orientations 英语教学中学生对口音的态度：世界主义和动机导向的作用

IF 3 1区文学

Journal of English for Academic Purposes Pub Date : 2024-03-01 DOI: 10.1016/j.jeap.2023.101330

Charlie Robinson-Jones , Joana Duarte , Dymphi van der Hoeven

{"title":"Students’ attitudes towards accents in English-medium instruction: The role of cosmopolitan and motivation orientations","authors":"Charlie Robinson-Jones , Joana Duarte , Dymphi van der Hoeven","doi":"10.1016/j.jeap.2023.101330","DOIUrl":"10.1016/j.jeap.2023.101330","url":null,"abstract":"<div><p>English-medium instruction (EMI) has become a key aspect of internationalisation agendas in higher education, which are also increasingly promoting cosmopolitanism and global citizenship. Within EMI programmes, however, lecturers' non-native English accents can pose challenges for students' content understanding and influence their evaluations of lecturers and education quality. Motivation, whether instrumental or integrative, can also be crucial for EMI and students' (language) learning. Despite this, limited attention has been given to how students' cosmopolitan and motivation orientations may shape their attitudes towards English accents used in EMI. This quantitative exploratory study, conducted at a university of applied sciences in the Netherlands, therefore aimed to gain insights into 1225 students' attitudes towards Dutch-English and standard English accents in EMI, and the potential predictors of these attitudes. The findings revealed that students had more positive attitudes towards standard English accents, but those with higher cosmopolitan orientations also had more positive attitudes towards Dutch-English accents. To further investigate these attitudes and understand changes in students’ motivation and cosmopolitan orientations, future studies should employ longitudinal and mixed-methods research designs. The findings from such research, along with this study, can guide higher education institutions in adjusting their policies to create more meaningful and inclusive EMI experiences.</p></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"68 ","pages":"Article 101330"},"PeriodicalIF":3.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1475158523001169/pdfft?md5=7151be6a572357c7bca4e533c9784647&pid=1-s2.0-S1475158523001169-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138683597","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

Citation choices in L2 novices' and experts’ literature review sections: A functional discourse analysis 中级语言新手和专家在文献综述部分的引文选择：功能性话语分析

IF 3 1区文学

Journal of English for Academic Purposes Pub Date : 2024-03-01 DOI: 10.1016/j.jeap.2024.101361

Congjun Mu

{"title":"Citation choices in L2 novices' and experts’ literature review sections: A functional discourse analysis","authors":"Congjun Mu","doi":"10.1016/j.jeap.2024.101361","DOIUrl":"https://doi.org/10.1016/j.jeap.2024.101361","url":null,"abstract":"<div><p>In response to Petrić’s (2012) call for comparing citation practices between student and published writing in the same field to better understand the interaction between developmental and disciplinary influences on the utilization of direct quotation, this paper conducts a comparative analysis of citation choices in 100 literature review sections of L2 master's theses and 100 research article literature review sections in the field of translation studies. This analysis utilizes a modified framework of functional options for cited information. The findings reveal a significant difference in the normalized frequency of citation options between the student corpus and the expert corpus. L2 master's students predominantly rely on single-source, author-responsible, long direct quotations with active voice and past tense. This approach is used to present source information without active engagement, suggesting their primary objective is to showcase knowledge of the research field. Conversely, experts strategically employ citations to support their claims and establish intertextual links. The differences in citation choices between master's theses and research articles might be attributed to the L2 students' limited grasp of the subtle nuances associated with citation forms, reporting verbs, verb tenses and voices, as well as a lack of proficiency in employing various pragmatic and rhetorical functions achievable through citation. Additionally, these differences may be attributed to the comprehensive knowledge and experience accumulated by expert writers over time. The implications of these findings for teaching English academic writing are discussed within the paper.</p></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"68 ","pages":"Article 101361"},"PeriodicalIF":3.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139993617","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

Stance-taking in peer reviewer and thesis examiner feedback on Iranian scholarly contributions 同行评审员和论文审查员对伊朗学术贡献的反馈意见中的立场取向

IF 3 1区文学

Journal of English for Academic Purposes Pub Date : 2024-03-01 DOI: 10.1016/j.jeap.2024.101364

Hadi Kashiha

{"title":"Stance-taking in peer reviewer and thesis examiner feedback on Iranian scholarly contributions","authors":"Hadi Kashiha","doi":"10.1016/j.jeap.2024.101364","DOIUrl":"10.1016/j.jeap.2024.101364","url":null,"abstract":"<div><p>In academia, the assessment of scholarly works is conducted through diverse evaluative genres, each characterized by genre-specific linguistic features. This study adopts a corpus-assisted approach to compare how stance-taking strategies are employed in the contexts of manuscript reviews and doctoral defense sessions, with particular attention to the contributions of Iranian researchers. Following Hyland's (2005) interactional model, both datasets are examined to identify stance-taking strategies, including self-mentions, boosters, hedges, and attitude markers. The study unveils genre-specific norms in reviewers' and examiners' approaches to self-representation, epistemic perspectives, and attitudinal orientations, revealing commonalities and variations in their usage. These linguistic nuances are discussed in terms of the interpersonal relationships between evaluators and their audiences, a crucial factor shaping the landscape of scholarly assessment in these genres. The findings contribute to the literature on stance and deepen our understanding of genre-specific aspects in oral and written academic evaluative contexts. Incorporating these insights into the instruction of English for research writing can assist junior researchers in effectively responding to criticisms during thesis examinations or manuscript reviews, thereby enhancing their prospects of earning recognition in their disciplinary community.</p></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"68 ","pages":"Article 101364"},"PeriodicalIF":3.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140075198","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

IF 3 1区文学

Journal of English for Academic Purposes Pub Date : 2024-03-01 DOI: 10.1016/j.jeap.2024.101360

Ruijie Zhang

引用次数: 0

“Writing by oneself is too lonely”: Understanding Chinese returnee scholars’ English collaborative writing experiences in academic publishing "一个人写作太孤独"：了解中国归国学者在学术出版中的英语合作写作经历

IF 3 1区文学

Journal of English for Academic Purposes Pub Date : 2024-03-01 DOI: 10.1016/j.jeap.2024.101363

Fei Wang , Bin Ai , Alexander Kostogriz

{"title":"“Writing by oneself is too lonely”: Understanding Chinese returnee scholars’ English collaborative writing experiences in academic publishing","authors":"Fei Wang , Bin Ai , Alexander Kostogriz","doi":"10.1016/j.jeap.2024.101363","DOIUrl":"10.1016/j.jeap.2024.101363","url":null,"abstract":"<div><p>Chinese returnee scholars' <em>trans</em>-spatial integration and identity (re)construction have received considerable attention in recent discussions. However, their collaborative academic writing practices in English have been relatively neglected in research. This paper addresses this gap by examining how a group of Chinese returnees engage in collaborative English writing for publication, aiming not only to navigate the challenges of competitive academia but also to excel within it. The concept of community of practice is used as a lens to analyze these returnees' motivation in seeking collaboration in English writing. The examination encompasses the affordances derived from such collaborative efforts and the subsequent impact on the scholars' (re)constructed identities. The paper explores their perceptions of how collaborative writing has built their professional social capital and strengthened their identity as academics. This study contributes to understanding Chinese returnee scholars' international publishing practices and urges universities to reconsider their policy when assessing scholars’ collaborative writing and publishing practices.</p></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"68 ","pages":"Article 101363"},"PeriodicalIF":3.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140270890","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

Assessing the impact of pre-lecture reading compliance on lecture comprehension in English-medium instruction courses 评估讲课前阅读达标对英语授课课程讲课理解的影响

IF 3 1区文学

Journal of English for Academic Purposes Pub Date : 2024-03-01 DOI: 10.1016/j.jeap.2024.101367

Keith M. Graham

{"title":"Assessing the impact of pre-lecture reading compliance on lecture comprehension in English-medium instruction courses","authors":"Keith M. Graham","doi":"10.1016/j.jeap.2024.101367","DOIUrl":"https://doi.org/10.1016/j.jeap.2024.101367","url":null,"abstract":"<div><p>This study explores the relationship between pre-lecture reading compliance and lecture comprehension in English-medium instruction (EMI) settings. The primary objective of the research was to investigate the influence of pre-lecture reading compliance on English lecture comprehension, with a secondary aim of identifying factors influencing pre-lecture reading compliance. Data were collected from 258 Taiwanese EMI students in 17 courses. A PLS-SEM model utilizing data from 249 participants evaluated the impact of pre-lecture reading compliance on lecture comprehension, accounting for English listening ability, and examined the role of reading expectancy and value in reading compliance. Additionally, open-ended responses from all 258 participants provided insights into students’ perspectives on factors affecting their reading compliance. Results indicate that academic listening ability had a large effect on lecture comprehension whereas the effect for reading compliance was small. Moreover, academic reading expectancy and value were identified as having only a small effect on pre-lecture reading compliance. Further consideration of EMI reading compliance among EMI instructors and researchers is recommended.</p></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"68 ","pages":"Article 101367"},"PeriodicalIF":3.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140320406","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

Investigating Polish EHE teachers’ practices and beliefs. A survey-based analysis. 调查波兰高等教育教师的实践和信念。基于调查的分析。

IF 3 1区文学

Journal of English for Academic Purposes Pub Date : 2024-03-01 DOI: 10.1016/j.jeap.2024.101354

Romuald Gozdawa-Gołębiowski , Małgorzata Foryś-Nogala , Magdalena Walenta

{"title":"Investigating Polish EHE teachers’ practices and beliefs. A survey-based analysis.","authors":"Romuald Gozdawa-Gołębiowski , Małgorzata Foryś-Nogala , Magdalena Walenta","doi":"10.1016/j.jeap.2024.101354","DOIUrl":"https://doi.org/10.1016/j.jeap.2024.101354","url":null,"abstract":"<div><p>The aim of this research was to gain insights into the current state of English for Higher Education (EHE) teaching in Poland from the perspective of its key stakeholders – EHE teachers. A total of 128 EHE teachers employed in Polish universities participated in an online survey-based study that explored their self-reported practices and beliefs regarding various facets of teaching English at university level. On the one hand, the findings suggest that the participants place considerable emphasis on developing students' communicative and social skills as well as their lexical competence. On the other hand, the study also identified some language components that seem to receive insufficient attention in the classroom. In particular, pronunciation, academic writing, intercultural/pragmatic competence, and grammar are among the most neglected areas. The findings also confirm that EHE teachers are generally open to a shift from general to content-based English teaching in the academic setting and willing to incorporate innovative technological solutions into their teaching. Nevertheless, the data suggest that there is a lack of ready-made materials for teaching specialized English and a need for more institutional guidance and support for EHE teachers.</p></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"68 ","pages":"Article 101354"},"PeriodicalIF":3.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1475158524000225/pdfft?md5=3468bf8b51520cb66e7853b047cb5852&pid=1-s2.0-S1475158524000225-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140062616","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