Journal of English for Academic Purposes最新文献

{"title":"","authors":"Hongyan Liang, He Wang","doi":"10.1016/j.jeap.2025.101597","DOIUrl":"10.1016/j.jeap.2025.101597","url":null,"abstract":"","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"79 ","pages":"Article 101597"},"PeriodicalIF":3.4,"publicationDate":"2025-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145520896","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}

{"title":"","authors":"Yonghua Wang (Yoka)","doi":"10.1016/j.jeap.2025.101598","DOIUrl":"10.1016/j.jeap.2025.101598","url":null,"abstract":"","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"79 ","pages":"Article 101598"},"PeriodicalIF":3.4,"publicationDate":"2025-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145469165","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}

{"title":"Structured peer feedback for authorial voice development: A proof-of-concept study with Chinese doctoral writers in the UK","authors":"Jim McKinley ,&nbsp;Dandan Zhu ,&nbsp;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}

{"title":"Editor's Note","authors":"","doi":"10.1016/j.jeap.2025.101590","DOIUrl":"10.1016/j.jeap.2025.101590","url":null,"abstract":"","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"78 ","pages":"Article 101590"},"PeriodicalIF":3.4,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145525792","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}

{"title":"Personal learning environment-supported group academic writing: Chinese postgraduates' experiences and evaluation","authors":"Xiaoshu Xu ,&nbsp;Huanhuan Zhang ,&nbsp;Vivian Ngan-Lin Lei ,&nbsp;Lihua Qi ,&nbsp;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}

{"title":"A FrameNet-based comparative analysis of interest markers in PhD theses by native and non-native English-speaking doctoral writers","authors":"Jiarui Jia,&nbsp;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}

{"title":"BALEAP-BUILA English language best practice project: Testing, qualifications and English for academic purposes","authors":"","doi":"10.1016/j.jeap.2025.101595","DOIUrl":"10.1016/j.jeap.2025.101595","url":null,"abstract":"","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"78 ","pages":"Article 101595"},"PeriodicalIF":3.4,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145525886","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}

{"title":"Generative AI in dissertation writing: L2 doctoral students’ self-reported use, AI-giarism, and perceived training needs","authors":"MohammadHamed Hoomanfard,&nbsp;Yaser Shamsi","doi":"10.1016/j.jeap.2025.101570","DOIUrl":"10.1016/j.jeap.2025.101570","url":null,"abstract":"<div><div>Generative Artificial Intelligence (GenAI) has been extensively employed by L2 doctoral students to assist with their dissertation writing. However, little is known about how these students engage with GenAI tools to complete their significant writing tasks in higher education. To address this gap, we conducted a qualitative study exploring L2 doctoral students' self-reported use of GenAI tools for dissertation writing purposes, concerns about AI-induced plagiarism (AI-giarism), and perceived training needs. We interviewed 54 doctoral students from different departments at a public university in the American Central South and applied thematic analysis to explore students’ perspectives. The findings showed that L2 doctoral students use GenAI tools for 18 distinct purposes, which can be categorized into exploration, confirmation, and execution. Two major themes emerged regarding AI-giarism: (1) students' uncertainty about the boundary between legitimate GenAI use and plagiarism, and (2) their dilemma over whether to acknowledge using GenAI in their dissertations. Regarding perceived training needs, students expressed a desire to learn about various GenAI tools suited for specific tasks, effective prompting, addressing plagiarism concerns, and managing data privacy issues.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"78 ","pages":"Article 101570"},"PeriodicalIF":3.4,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145060750","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}

{"title":"Smart tools, smarter minds? Learner-AI interaction and AI assistance on critical thinking in EAP contexts","authors":"Yuanyan Hu ,&nbsp;Xiao Lan Curdt-Christiansen ,&nbsp;Jufang Wang","doi":"10.1016/j.jeap.2025.101586","DOIUrl":"10.1016/j.jeap.2025.101586","url":null,"abstract":"<div><div>Although AI is reshaping education, its role in fostering critical thinking (CT) in EAP instruction—especially related to learner behaviors and CT development—remains underexplored. This study involved 102 Chinese undergraduates completing three AI-assisted writing tasks designed within Wen et al.’s hierarchical CT framework. This mixed-methods study combined questionnaires, learner reflection, task observations, and interviews to investigate learners’ perceptions, interaction patterns, and CT development, with quantitative data analyzed statistically, and qualitative data thematically coded and triangulated.</div><div>Findings indicate that EAP learners perceived AI assistance as both pedagogically valuable and practically useful. Eight CT-oriented affordances of AI emerged from the data—providing references, supporting divergent thinking, synthesizing information, identifying logical gaps, enhancing clarity, stimulating metacognitive reflection, verifying data, and fostering intercultural awareness—which shaped how learners navigated tasks and positioned AI in learning. Post-task results revealed perceived improvement in CT-cognitive skills (e.g., <em>Analyzing</em>, <em>Reasoning</em>, <em>Evaluating</em>) and greater sensitivity to CT-intellectual standards (e.g., <em>Logicality</em>, <em>Relevance</em>). However, limited gains were observed in higher-order dimensions like <em>Definiteness</em>, <em>Profundity</em>, and <em>Flexibility</em>, probably due to linguistic constraints, low cognitive investment, or efficiency-driven usage patterns. Meta-CT was also minimal, with only limited traces in later tasks, highlighting the need for scaffolding to motivate reflective regulation.</div><div>The study underscores the complementary role of peer collaboration in advancing CT, particularly in open-ended, cognitively demanding tasks where AI functioned as a catalyst for inquiry rather than as a content provider. Accordingly, it proposed an “AI-triggered, peer-constructed” model to support sustainable CT development in EAP classrooms, offering guidance for AI integration in Chinese higher education.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"78 ","pages":"Article 101586"},"PeriodicalIF":3.4,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145321051","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}

{"title":"Empowering academic communication in EMI higher education: Understanding the role of social-emotional need satisfaction in motivation and willingness to communicate","authors":"Sihan Zhou","doi":"10.1016/j.jeap.2025.101582","DOIUrl":"10.1016/j.jeap.2025.101582","url":null,"abstract":"<div><div>Academic communication through a second/foreign language (L2) can generate much stress for students that may hamper their willingness to communicate (WTC) and motivation for learning. Guided by Collie's (2022) framework of social-emotional need satisfaction, this mixed-methods study investigates how satisfying students' basic needs for autonomy, competence, and relatedness affected their motivation and WTC at an English-medium instruction (EMI) university in China. Students' motivation was conceptualized through the notion of <em>ideal self</em> to include an <em>ideal L2 self</em> and an <em>ideal disciplinary self</em> to represent their desired future self-images as a competent English user and a successful subject expert, respectively. Quantitative results from structural equation modeling of questionnaire responses (<em>N</em> = 746) revealed that satisfying students' needs of autonomy and competence significantly predicted ideal L2 self and WTC, whereas the need of relatedness only predicted ideal disciplinary self. Qualitative analysis of interview data (<em>N</em> = 13) further illustrated distinct influential pathways of satisfying different needs on students' motivation and WTC, situated in specific academic communicative activities. Pedagogical implications are offered to the design of macro-level program, meso-level curriculum, and micro-level classroom teaching to support students' social-emotional needs, foster motivation, and improve WTC for academic communication in EMI higher education.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"78 ","pages":"Article 101582"},"PeriodicalIF":3.4,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145159713","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}