Journal of English for Academic Purposes最新文献_第8页

Non-native English-speaking (NNES) students’ English academic writing experiences in higher education: A meta-ethnographic qualitative synthesis 非英语母语（NNES）学生在高等教育中的英语学术写作经历：元人种学定性综述

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2024-08-15 DOI: 10.1016/j.jeap.2024.101430

Mingyu Li

{"title":"Non-native English-speaking (NNES) students’ English academic writing experiences in higher education: A meta-ethnographic qualitative synthesis","authors":"Mingyu Li","doi":"10.1016/j.jeap.2024.101430","DOIUrl":"10.1016/j.jeap.2024.101430","url":null,"abstract":"<div><p>This meta-ethnography synthesises 26 qualitative studies published since 2000 to explore factors shaping NNES students' English academic writing experiences in higher education. The findings reveal that students' writing experiences are significantly influenced by their prior educational backgrounds, current learning contexts, self-perceived writing capabilities, and the strategies they employ to navigate various writing challenges, including a lack of preparedness, insufficient institutional support, and inadequate academic and linguistic competence. The findings also indicate that students' adaptive strategies, such as the use of cognitive, meta-cognitive, and social strategies, play a crucial role in mitigating academic writing deficiencies. The findings underscore the need for higher education institutions to implement more responsive and inclusive support systems that address the cognitive, linguistic, and affective dimensions of students' academic writing endeavours. Drawing upon the findings, a conceptual framework is developed, providing a holistic view of factors mediating students' writing experiences and offering theoretical and practical implications for enhancing educational practices and policies to better support these students’ academic endeavours.</p></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"71 ","pages":"Article 101430"},"PeriodicalIF":3.1,"publicationDate":"2024-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1475158524000985/pdfft?md5=302f02a7b0500896dd8112e52f948c59&pid=1-s2.0-S1475158524000985-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141997277","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

Preparing learners for digitally mediated academic communication: Digital multimodal practice in students’ knowledge dissemination videos 让学习者为以数字为媒介的学术交流做好准备：学生知识传播视频中的数字多模态实践

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2024-08-14 DOI: 10.1016/j.jeap.2024.101429

Qing Huang , Sichen Xia

{"title":"Preparing learners for digitally mediated academic communication: Digital multimodal practice in students’ knowledge dissemination videos","authors":"Qing Huang , Sichen Xia","doi":"10.1016/j.jeap.2024.101429","DOIUrl":"10.1016/j.jeap.2024.101429","url":null,"abstract":"<div><p>The advancement of digital technologies requires English for Academic Purposes (EAP) education to incorporate digital-multimodal approaches in curriculum development to prepare learners for academic communication in this digital era. One such effort is the integration of digital multimodal composition (DMC). While the existing studies have investigated pedagogical practice involving DMC, there is still a lack of a systematic identification of the multi-semiotic communicative patterns in students' DMC performance. Using a systemic functional approach to multimodal discourse analysis (SF-MDA) and social semiotics approach to multimodality, the study aims to explore the patterns and characteristics of student-generated knowledge dissemination videos, a kind of DMC specifically pertaining to disciplinary communication targeting non-specialists. The analysis displays students' discursive patterns in the creation of interpersonal, ideational, and textual meanings. It is found that students excel in creating interpersonal meaning through configuring embodied and filmic modes and using popular visuals. However, their performance in conveying ideational and textual meaning needs improvement. Some students rely on technical language with unclear visuals, while others use a limited range of semiotics. Textual meaning created in the videos shows intermodal and intramodal incoherence. These findings can inform EAP course development and enhance students’ digital multimodal proficiency in academic communication.</p></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"71 ","pages":"Article 101429"},"PeriodicalIF":3.1,"publicationDate":"2024-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142058014","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

Only a cog in a machine?: Reappraising institutionalized EAP teacher identities in a transnational context 只是机器中的一个齿轮？在跨国背景下重新评价制度化的 EAP 教师身份

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2024-07-23 DOI: 10.1016/j.jeap.2024.101427

Mian Hu , Seyyed-Abdolhamid Mirhosseini , Anna Mendoza

{"title":"Only a cog in a machine?: Reappraising institutionalized EAP teacher identities in a transnational context","authors":"Mian Hu , Seyyed-Abdolhamid Mirhosseini , Anna Mendoza","doi":"10.1016/j.jeap.2024.101427","DOIUrl":"10.1016/j.jeap.2024.101427","url":null,"abstract":"<div><p>Language teacher identity (LTI) research, critical approaches to language education, and English for Academic Purposes (EAP), have each grown into considerable areas of scholarship. However, not many studies have addressed topics at the intersection of these triple areas. Therefore, adopting a critical perspective on LTI construction within predominant language ideologies, this study aimed to investigate EAP teachers' professional identity formation in response to institutional policies in a Sino-British university in China. As part of a larger project, data bodies were collected through a narrative survey completed by 77 faculty members and semi-structured interviews with 36 of them at this transnational English-medium university. The analysis of narratives and interview transcripts through qualitative coding procedures revealed three major aspects of the participants' institutionalized identities: ‘The EAP teacher’ (comprising three roles: a cog in a machine, a British acculturation agent, and a mock monolingual role model); ‘The safe researcher’ of trendy topics; and ‘The service provider’ seeking promotion. The findings contribute insights into EAP LTI from a critical perspective by documenting how EAP teachers (are obliged to) construct institutionalized identities in relation to language ideologies and educational policies in a transnational higher education context.</p></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"71 ","pages":"Article 101427"},"PeriodicalIF":3.1,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141951264","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

The influences of international master's students' feedback seeking behaviour on their feedback literacy and feedback contexts: An ecological perspective 国际硕士生寻求反馈的行为对其反馈素养和反馈情境的影响：生态学视角

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2024-07-22 DOI: 10.1016/j.jeap.2024.101424

Fangfei Li , Ye Han

{"title":"The influences of international master's students' feedback seeking behaviour on their feedback literacy and feedback contexts: An ecological perspective","authors":"Fangfei Li , Ye Han","doi":"10.1016/j.jeap.2024.101424","DOIUrl":"10.1016/j.jeap.2024.101424","url":null,"abstract":"<div><p>Previous research has found that L2 student writers use inquiry and monitoring to elicit feedback, but few studies have investigated the impact of feedback seeking behaviours (FSB) on student feedback literacy and their learning contexts. To address these issues, the current study drew on an ecological perspective to explore two international master's students' self-initiated FSB in the UK academic environment. Qualitative data analysis of interview transcripts revealed that both students proactively sought feedback, albeit from distinct sources (<em>i.e.</em>, peer feedback vs. teacher feedback). As they chose to seek feedback from their preferred sources, they created greater learning opportunities, which in turn enhanced their dispositions to seek and use feedback, capabilities of eliciting, evaluating feedback and judging their own work, and knowledge about feedback and assessment. The process of seeking feedback also enabled them to construct connections with a wider range of feedback interactants, access more artefacts, and therefore cultivate a more supportive feedback ecology with richer affordances. The uncovered incremental but unbalanced development of student feedback literacy facilitated by FSB, as well as the changes of feedback contexts induced by FSB, provides new insights into the close relationship between FSB, student feedback literacy, and feedback ecology.</p></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"71 ","pages":"Article 101424"},"PeriodicalIF":3.1,"publicationDate":"2024-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141772348","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

Towards a framework of critical thinking for assessing EAP speaking 为评估 EAP 演讲制定批判性思维框架

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2024-07-22 DOI: 10.1016/j.jeap.2024.101426

Shengkai Yin , Jason Fan , Yan Jin , Paul Stapleton

{"title":"Towards a framework of critical thinking for assessing EAP speaking","authors":"Shengkai Yin , Jason Fan , Yan Jin , Paul Stapleton","doi":"10.1016/j.jeap.2024.101426","DOIUrl":"10.1016/j.jeap.2024.101426","url":null,"abstract":"<div><p>As one of the fundamental skills of the 21st century, critical thinking (CT) is a topic of considerable interest within the domain of assessing English for academic purposes (EAP). Recent literature on EAP instruction and assessment indicates that EAP has evolved beyond a strict focus on language improvement to encompass discourse competence and broader academic literacy development, with CT playing an important role in academic communication. A fundamental consideration in educational assessment is the construct that defines the knowledge, skills, or abilities to be assessed. However, CT has not received due attention in the research literature on EAP speaking assessment, thus raising a legitimate concern about its underrepresentation in the academic speaking construct. This study draws on Macqueen's (2022) distinction between theoretical, stated, perceived, and operationalized assessment constructs, with an aim to describe the EAP speaking assessment construct by including the concept of CT. By establishing alignment between what the literature indicates (<em>theoretical</em>), what assessment requires (<em>stated</em>), and how people understand assessment (<em>perceived</em>), a CT assessment framework is proposed to reflect how test takers experience it (<em>operationalized</em>). Our study contributes to a more nuanced conceptualization of CT in the context of EAP speaking, with implications for EAP speaking test development.</p></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"71 ","pages":"Article 101426"},"PeriodicalIF":3.1,"publicationDate":"2024-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1475158524000948/pdfft?md5=728a87ce36ed5f69f67efd0db1b5c36c&pid=1-s2.0-S1475158524000948-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141772349","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 just feel very dispensable’: Exploring the connections between precarity and identity for academic literacy developers 我只是觉得自己可有可无"：探索学术素养培养者的不稳定性与身份之间的联系

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2024-07-22 DOI: 10.1016/j.jeap.2024.101425

Michelle Joubert , Sherran Clarence

{"title":"‘I just feel very dispensable’: Exploring the connections between precarity and identity for academic literacy developers","authors":"Michelle Joubert , Sherran Clarence","doi":"10.1016/j.jeap.2024.101425","DOIUrl":"10.1016/j.jeap.2024.101425","url":null,"abstract":"<div><p>Precarious employment is a well-established feature in academia, with many lecturers, tutors and professional services staff on forms of fixed-term contract. It is especially a feature of academic development spaces, such as English for Academic Purposes (EAP) programmes, and academic staff and student development programmes. Precarity results in high staff turnover and undermines staff credibility and capacity; these issues may impact student success. Further, for lecturers and tutors themselves, there are implications for their professional identity and sense of legitimacy within their role, department, and university. Using data from qualitative surveys and interviews with academic literacy practitioners in South Africa, this article explores how being precariously employed affects agency and the development of a professional practitioner identity for those on fixed-term contracts. Using aspects of Archer's social realist framework to theorise agency, we show how precarity impacts a sense of purpose and professional self within the university in relation to other academics and students.</p></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"71 ","pages":"Article 101425"},"PeriodicalIF":3.1,"publicationDate":"2024-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1475158524000936/pdfft?md5=4e184cb36ec140989d22e6946b541c4d&pid=1-s2.0-S1475158524000936-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141772351","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

Effectiveness of student academic presentations: What do we learn from presentation guidebooks? 学生学术报告的有效性：我们从演讲指导手册中学到了什么？

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2024-07-20 DOI: 10.1016/j.jeap.2024.101423

Alla Zareva

{"title":"Effectiveness of student academic presentations: What do we learn from presentation guidebooks?","authors":"Alla Zareva","doi":"10.1016/j.jeap.2024.101423","DOIUrl":"10.1016/j.jeap.2024.101423","url":null,"abstract":"<div><p>This research is based on a survey of recently published presentation guidebooks designed for both general academic readership as well as scientific and technical communities. The primary objectives were 1) to examine how Anglophone academic culture views <em>effectiveness</em> of academic presentations and, respectively, determine the shared core principles which contribute to it; 2) to identify additional explicitly stated aspects of <em>effective</em> presentations, both general and/or area-specific; 3) to get a better sense of the generalizability of the language recommendations in the guidebooks by looking into whether they were derived from large language data sources or were based primarily on the authors’ subjective language observations.</p><p>Overall, the survey revealed that Anglophone academic culture has a consistent view of several core principles on which <em>effective</em> and <em>successful</em> academic presentations should be built. The guidebooks also offered a shared set of additional characteristics, associated with both the preparation and delivery stage of <em>effective</em> presentations. However, the majority of the surveyed guidebooks lacked in the depth and breadth of their treatment of the language use in presentations. The findings of the survey can be beneficial to instructors and novice presenters alike.</p></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"71 ","pages":"Article 101423"},"PeriodicalIF":3.1,"publicationDate":"2024-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141736698","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 1区文学

Journal of English for Academic Purposes Pub Date : 2024-07-19 DOI: 10.1016/j.jeap.2024.101420

Hassan Mohebbi, Eunjeong Park

引用次数: 0

Perceived impact of English medium instruction on transnational graduates in Türkiye: Insights from a mixed-methods study 英语教学对土耳其跨国毕业生的影响：混合方法研究的启示

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2024-07-18 DOI: 10.1016/j.jeap.2024.101421

Emrah Cinkara , Muhammed Emin Yüksel

{"title":"Perceived impact of English medium instruction on transnational graduates in Türkiye: Insights from a mixed-methods study","authors":"Emrah Cinkara , Muhammed Emin Yüksel","doi":"10.1016/j.jeap.2024.101421","DOIUrl":"10.1016/j.jeap.2024.101421","url":null,"abstract":"<div><p>This study explores the experiences and perceptions of transnational graduates from English medium instruction (EMI) programs at a Turkish higher education institution. A mixed-methods approach employing descriptive statistics and content analysis investigates how graduates perceive the impact of EMI on their content knowledge, English proficiency, career advancement, international exposure, and academic participation. Drawing on self-reported data, the study found that EMI programs contributed to professional development, facilitated career opportunities, and improved English language proficiency, particularly in technical vocabulary. Participants also reported feeling confident in their field-specific competencies and had better engagement with international communities and developments. Qualitative findings highlighted communication challenges experienced by transnational graduates when engaging with residents of their host communities. The study indicates the long-term outcomes of EMI programs for transnational graduates in today's interconnected and diverse professional landscape.</p></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"71 ","pages":"Article 101421"},"PeriodicalIF":3.1,"publicationDate":"2024-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141637028","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 potential of using ChatGPT for rhetorical move-step analysis: The impact of prompt refinement, few-shot learning, and fine-tuning 探索使用 ChatGPT 进行修辞步骤分析的潜力：及时完善、少量学习和微调的影响

IF 3.1 1区文学

Journal of English for Academic Purposes Pub Date : 2024-07-17 DOI: 10.1016/j.jeap.2024.101422

Minjin Kim, Xiaofei Lu

{"title":"Exploring the potential of using ChatGPT for rhetorical move-step analysis: The impact of prompt refinement, few-shot learning, and fine-tuning","authors":"Minjin Kim, Xiaofei Lu","doi":"10.1016/j.jeap.2024.101422","DOIUrl":"10.1016/j.jeap.2024.101422","url":null,"abstract":"<div><p>Rhetorical move-step analysis has wielded considerable influence in the fields of English for Academic/Specific Purposes. To explore the potential of using ChatGPT for automated move-step analysis, this study examines the impact of few-shot learning, prompt refinement, and base model fine-tuning on its accuracy in move-step annotation. Our dataset consisted of the introduction sections of 100 research articles in the field of applied linguistics that have been manually annotated for move-steps based on a modified version of Swales’ (1990) Create-a-Research-Space model, with 80 for training, 10 for validation, and 10 for testing. We formulated an initial prompt that instructed the base model to perform move-step annotation, evaluated it in a zero-shot setting on the validation set, and subsequently refined it with greater specificity. We also fine-tuned the base model on the training set. Evaluation results on the test set showed that few-shot learning and prompt refinement both led to significant albeit relatively small performance improvements, while fine-tuning the base model achieved substantially higher accuracies (92.3% for move and 80.2% for step annotation). Our results highlight the potential of using ChatGPT for discourse-level annotation tasks and have useful implications for EAP pedagogy. They also provide key recommendations for employing ChatGPT in research.</p></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"71 ","pages":"Article 101422"},"PeriodicalIF":3.1,"publicationDate":"2024-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141772350","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