English for Specific Purposes最新文献_第2页

Examining promotional strategies and trends in successful grant application abstracts: Moves and appraisal resources

IF 3.2 1区文学

English for Specific Purposes Pub Date : 2024-12-19 DOI: 10.1016/j.esp.2024.12.004

Ying Wang

引用次数: 0

Investigating students’ academic language-related challenges and their interplay with English proficiency and self-efficacy on EMI success in Transnational Education (TNE) programs in China

IF 3.2 1区文学

English for Specific Purposes Pub Date : 2024-12-19 DOI: 10.1016/j.esp.2024.12.002

Xiao Cui , Ishamina Athirah Gardiner

{"title":"Investigating students’ academic language-related challenges and their interplay with English proficiency and self-efficacy on EMI success in Transnational Education (TNE) programs in China","authors":"Xiao Cui , Ishamina Athirah Gardiner","doi":"10.1016/j.esp.2024.12.002","DOIUrl":"10.1016/j.esp.2024.12.002","url":null,"abstract":"<div><div>This article reports a quantitative study that investigates students' academic language-related challenges in the context of English Medium Instruction (EMI) in Transnational Education (TNE) programs at a Chinese public university. The study examines the predictive impacts of students' reported linguistic challenges, general English proficiency, and self-efficacy on their EMI success. Descriptive statistical analyses of data collected from 316 Chinese undergraduate students in two TNE engineering programs (Chemical and Electrical) show that students experience considerable language-related difficulties across each academic English skill, with speaking and listening found to be the most challenging in their EMI classes. Further statistical analyses using Pearson's correlation and Structural Equation Modelling (SEM) verify that both students' self-efficacy beliefs and general English proficiency can positively predict their academic success. Moreover, it was found that the students' reported language challenges indirectly predicted their EMI academic success through the direct effect on self-efficacy. These findings highlight two critical pedagogical implications for EMI in Chinese TNE settings: (1) continuous and collaborative ESP courses, with a particular focus on enhancing students' communicative competence, are highly necessary; and (2) the inclusion of local bilingual teaching assistants is recommended to support students' self-efficacy and enhance academic engagement by bridging linguistic gaps.</div></div>","PeriodicalId":47809,"journal":{"name":"English for Specific Purposes","volume":"78 ","pages":"Pages 53-69"},"PeriodicalIF":3.2,"publicationDate":"2024-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143162068","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 3.2 1区文学

English for Specific Purposes Pub Date : 2024-12-18 DOI: 10.1016/j.esp.2024.12.006

Edna F. Lima

引用次数: 0

Towards LLM-assisted move annotation: Leveraging ChatGPT-4 to analyse the genre structure of CEO statements in corporate social responsibility reports

IF 3.2 1区文学

English for Specific Purposes Pub Date : 2024-12-07 DOI: 10.1016/j.esp.2024.11.003

Danni Yu

{"title":"Towards LLM-assisted move annotation: Leveraging ChatGPT-4 to analyse the genre structure of CEO statements in corporate social responsibility reports","authors":"Danni Yu","doi":"10.1016/j.esp.2024.11.003","DOIUrl":"10.1016/j.esp.2024.11.003","url":null,"abstract":"<div><div>Recent studies have explored the potential of large language models (LLMs) in annotating rhetorical moves in academic genres such as research article abstracts and research article introductions. Extending this line of research beyond academic contexts, this study investigates the feasibility of using ChatGPT-4 to automate move annotation in a professional genre: CEO statements from corporate social responsibility reports. The study proceeded in two phases. First, 30 CEO statements were used for move identification, prompt design and validation, resulting in a prompt optimized for the move annotation task. Subsequently, a corpus of 50 CEO statements was used to further test the efficacy of the model conditioned by the established prompt. The assessment showed that the model's annotation outputs yielded an accuracy of 87.14 %. However, the double annotation rounds revealed an intra-model inconsistency rate of 32.87 %, indicating the need for human verification in inconsistent cases. This study demonstrates that LLMs can effectively support the development of move-annotated corpora through reduced workload and enhanced methodological duplicability. These annotated corpora serve as valuable pedagogical materials for ESP practitioners in genre-based instruction. Furthermore, the integration of LLMs can aid in improving researchers' own thinking, thereby contributing to potential theory refinement in the field.</div></div>","PeriodicalId":47809,"journal":{"name":"English for Specific Purposes","volume":"78 ","pages":"Pages 33-49"},"PeriodicalIF":3.2,"publicationDate":"2024-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143162072","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

Multimodal genre analysis of video abstracts: Exploring rhetorical structure, hybridization, and innovation

IF 3.2 1区文学

English for Specific Purposes Pub Date : 2024-12-06 DOI: 10.1016/j.esp.2024.11.002

Sara Nezami Nav , Stephanie Link

{"title":"Multimodal genre analysis of video abstracts: Exploring rhetorical structure, hybridization, and innovation","authors":"Sara Nezami Nav , Stephanie Link","doi":"10.1016/j.esp.2024.11.002","DOIUrl":"10.1016/j.esp.2024.11.002","url":null,"abstract":"<div><div>Video Abstracts (VAs) are designed to summarize research and enhance research visibility. Despite some efforts to understand their generic structure and rhetorical strategies, the evolving multimodal nature of VAs—particularly in relation to authors' communicative intentions—remains underexplored. This lack of research raises critical questions about the communicative functions of VAs and their stability as a new genre. Inspired by literature on transcription of video genres and multimodal discourse analysis, this exploratory study analyzes the rhetorical structure and modal affordances of three VA formats–Graphical VAs, Whiteboard VAs, and Talking-researcher VAs–—using insights gathered from interviews with their creators. The results identify both traditional and novel features of VAs’ rhetorical structure, aligning VAs with research and non-research genres. Additionally, each VA format uses modes creatively to communicate research to a hybrid audience of scientists and nonscientists, enabling researchers to establish new communicative intentions but resulting in instability of the genre. We discuss implications for understanding their multimodal, meaning-making affordances as essential for fostering genre innovation.</div></div>","PeriodicalId":47809,"journal":{"name":"English for Specific Purposes","volume":"78 ","pages":"Pages 17-32"},"PeriodicalIF":3.2,"publicationDate":"2024-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143162073","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

TED-Ed animations as resources for learning academic formulas

IF 3.2 1区文学

English for Specific Purposes Pub Date : 2024-12-04 DOI: 10.1016/j.esp.2024.11.004

Chen-Yu Liu

{"title":"TED-Ed animations as resources for learning academic formulas","authors":"Chen-Yu Liu","doi":"10.1016/j.esp.2024.11.004","DOIUrl":"10.1016/j.esp.2024.11.004","url":null,"abstract":"<div><div>Knowledge of academic formulas is essential for second language learners, particularly those studying English for academic purposes, as it greatly affects their comprehension and expression in academic settings. Yet, resources facilitating the learning of these formulas are very limited. To address this gap, this study examines the potential of TED-Ed animations for learning academic formulas by analyzing the variety and occurrence of those formulas in a corpus comprising 1,513 such animations. The findings show that TED-Ed animations contain a diverse range and a high density of academic formulas, particularly those core to both spoken and written academic discourse, with a notable 97 % of them occurring within the corpus. Also, extensively viewing these animations would offer learners repeated encounters with various academic formulas, potentially helping enhance their knowledge of these items. These findings highlight the value of TED-Ed animations as resources for learning academic formulas, particularly through extensive viewing practices, and reaffirm academic nature of such animations from a phraseological perspective. Additionally, this study reveals a higher occurrence and variety of spoken academic formulas compared to their written counterparts within TED-Ed animations, providing further insights into the lexical characteristics of such discourse.</div></div>","PeriodicalId":47809,"journal":{"name":"English for Specific Purposes","volume":"78 ","pages":"Pages 4-16"},"PeriodicalIF":3.2,"publicationDate":"2024-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143162074","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 3.2 1区文学

English for Specific Purposes Pub Date : 2024-12-02 DOI: 10.1016/j.esp.2024.11.001

Sharif Alghazo , Hassan Mohebbi

引用次数: 0

Genre learning from the EAP class to undergraduate research symposiums 从 EAP 课到本科生研究专题讨论会的体裁学习

IF 3.2 1区文学

English for Specific Purposes Pub Date : 2024-10-25 DOI: 10.1016/j.esp.2024.10.004

Xiaoqiong You , Xiaoye You

{"title":"Genre learning from the EAP class to undergraduate research symposiums","authors":"Xiaoqiong You , Xiaoye You","doi":"10.1016/j.esp.2024.10.004","DOIUrl":"10.1016/j.esp.2024.10.004","url":null,"abstract":"<div><div>English for Academic Purposes (EAP) courses have provided undergraduate students with a supporting structure for their research. After leaving these courses, students may write their senior theses or write for research journals or research symposiums. What genre knowledge and writing expertise will they gain through these activities and how? This paper examines the genre learning of a group of Chinese university students as they participated in three undergraduate research symposiums (URSs). The study reveals that they furthered genre knowledge across five domains—subject matter knowledge, formal genre knowledge, rhetorical knowledge, process knowledge, and genre awareness. They achieved these gains as they searched for appropriate research questions and analytical models, annotated and modelled Chinese research articles, experimented with new genre forms critically across lingua-cultural differences, negotiated with non-disciplinary raters and shifting rating criteria of the URSs, and managed their affect productively. Given the affordances of URSs, we conclude the study by suggesting ways to strengthen the ties between the EAP curriculum and URSs.</div></div>","PeriodicalId":47809,"journal":{"name":"English for Specific Purposes","volume":"77 ","pages":"Pages 86-99"},"PeriodicalIF":3.2,"publicationDate":"2024-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142535300","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

Verbal-visual skill-building and perceptional changes in English presentation 英语演讲中的语言-视觉技能培养和感知变化

IF 3.2 1区文学

English for Specific Purposes Pub Date : 2024-10-22 DOI: 10.1016/j.esp.2024.10.002

Wen-Chun Chen

{"title":"Verbal-visual skill-building and perceptional changes in English presentation","authors":"Wen-Chun Chen","doi":"10.1016/j.esp.2024.10.002","DOIUrl":"10.1016/j.esp.2024.10.002","url":null,"abstract":"<div><div>Oral presentations in English are emphasized in higher education, yet verbal and visual communication often lack balance in academic training. Mastery of visual aids is as crucial as verbal expression, especially for nonnative English speakers. This research proposed a skill-building pedagogy to optimize dual-channel communication, involving 19 college students from a Southern Taiwanese University. A progressive instructional design incorporated English for Specific Academic Purposes, visual communication, and tech-tool applications. Verbal fluency and visual use were assessed to evaluate learning outcomes; perceptional changes were revealed. Data collection included presentation footage, surveys, and interviews. Results showed significant improvements in verbal fluency and visual mastery after multimodal reinforcement. Students' awareness and confidence grew with skill development, significantly changing their preparation stage perceptions. Presentation language, visualization skills, and technological tools empowered nonnative English speakers to overcome linguistic constraints through practice and feedback. This research highlighted the need for comprehensive training programs that empirically demonstrate how verbal and visual resources enhance each other during presentations. The findings validated that deliberate learning and conscious preparation in oral speech and visual techniques optimize communication. Enhancing English learners' multimodal expression skills prepares them for academic and professional success.</div></div>","PeriodicalId":47809,"journal":{"name":"English for Specific Purposes","volume":"77 ","pages":"Pages 71-85"},"PeriodicalIF":3.2,"publicationDate":"2024-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142535299","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

Guiding and engaging the audience: Visual metadiscourse in PowerPoint slides of Three Minute Thesis presentations 引导并吸引听众：三分钟论文演讲 PowerPoint 幻灯片中的视觉元话语

IF 3.2 1区文学

English for Specific Purposes Pub Date : 2024-10-21 DOI: 10.1016/j.esp.2024.10.003

Yuanyuan Ma, Feng Kevin Jiang

引用次数: 0