Journal of English for Academic Purposes最新文献

From English to ESAP: Probing the boundary-crossing experience of a language teacher in a Chinese university 从英语到ESAP：中国大学语言教师的跨界经验探讨

IF 3.4 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2026-01-24 DOI: 10.1016/j.jeap.2026.101637

Kailun Wang , Luxin Yang , Rui Yuan

This qualitative case study focuses on the boundary-crossing experience of an English teacher during an institutional curriculum reform in a Chinese university. It collected multiple sources of data, including semi-structured interviews, classroom observations, and artifacts (e.g., policy documents and teaching materials). Data analysis shows that Helen's (pseudonym) boundary-crossing experiences in course teaching and academic research through learning mechanisms in terms of identification, coordination, reflection, and transformation. During Helen's boundary crossing, various factors at personal, interpersonal, and institutional levels positioned her as a boundary broker while also inducing tensions and challenges. The study illustrates how language teachers utilize learning mechanisms to transform their habitual ways of sense-making and reconstruct professional identities during boundary-crossing experiences. It also contributes to our understanding of teachers' boundary crossing as a multilevel, non-linear, complex, and sometimes stakes-laden practice. The study provides practical recommendations for language teachers' professional development and curriculum reforms.

本定性个案研究聚焦于中国大学制度课程改革中一名英语教师的跨界经历。它收集了多种数据来源，包括半结构化访谈、课堂观察和人工制品（如政策文件和教材）。数据分析表明，Helen（化名）在课程教学和学术研究中的跨界经历是通过学习机制在识别、协调、反思、转化等方面进行的。在海伦跨越边界的过程中，个人、人际和制度层面的各种因素将她定位为边界经纪人，同时也引发了紧张和挑战。本研究说明了语言教师如何利用学习机制，在跨界体验中转变其习惯性的意义构建方式，重构职业身份。这也有助于我们理解教师的跨界是一个多层次的、非线性的、复杂的、有时充满风险的实践。本研究为语言教师的专业发展和课程改革提供了切实可行的建议。

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引用次数: 0

Guided and unguided GenAI tasks for learning academic spoken collocations 用于学习学术口语搭配的引导和非引导GenAI任务

IF 3.4 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2026-01-23 DOI: 10.1016/j.jeap.2026.101638

Valentina Morgana, Francesca Poli

This study investigates the impact of AI-assisted task-based language teaching (TBLT) on the acquisition of academic English collocations in spoken discourse. While TBLT has been widely studied, its application to spoken academic collocations remains under-researched. The objectives are (1) to examine whether guided use of a generative AI tool with structured activities enhances collocation learning more effectively than unguided interactions, and (2) to compare AI-assisted instruction with traditional, technology-mediated, non-AI-based approaches in fostering collocational competence. A specialised list of academic spoken collocations was used to inform task design and to identify collocations in learner outputs. Seventy-five B2-level university students in foreign language programs were randomly assigned to one of three groups: an unguided group engaging in open-ended discussions with ChatGPT, a guided group completing structured tasks with AI, and a control group receiving non-AI-based instruction. For the analysis, a subset of 37 participants was examined after data cleaning, producing 259 observations and an average of 8500 words per student. A pretest–posttest design with a delayed posttest was used to assess short- and long-term learning gains, and participant–AI outputs were analysed using linear mixed-effects models. Results indicate that learners in both AI-supported conditions showed higher frequency and accuracy of academic spoken collocations than the non-AI control group. Generally, the unguided interaction with AI was linked to more frequent and accurate use of collocations. Overall, the findings suggest that generative AI can support the development of academic spoken collocations in task-based EAP instruction, highlighting the importance of task design and learner engagement.

本研究探讨了人工智能辅助任务型语言教学（TBLT）对口语篇章中学术英语搭配习得的影响。虽然任务型教学已经得到了广泛的研究，但其在口语学术搭配中的应用研究仍然不足。研究的目标是：(1)研究在指导下使用具有结构化活动的生成式人工智能工具是否比无指导的交互更有效地增强搭配学习，以及(2)在培养搭配能力方面，将人工智能辅助教学与传统的、技术介导的、非人工智能方法进行比较。一个专门的学术口语搭配列表被用来为任务设计提供信息，并确定学习者输出中的搭配。75名学习外语课程的b2级大学生被随机分为三组：一组没有指导，使用ChatGPT进行开放式讨论；一组有指导，使用人工智能完成结构化任务；另一组接受非人工智能指导。为了进行分析，在数据清理后，对37名参与者的一个子集进行了检查，产生了259个观察结果，平均每个学生8500个单词。采用带有延迟后测的前测-后测设计来评估短期和长期学习收益，并使用线性混合效应模型分析参与者-人工智能输出。结果表明，在人工智能支持的两种条件下，学习者比非人工智能对照组表现出更高的学术口语搭配频率和准确性。一般来说，与人工智能的无指导互动与更频繁、更准确地使用搭配有关。总体而言，研究结果表明，生成式人工智能可以支持基于任务的EAP教学中学术口语搭配的发展，突出了任务设计和学习者参与的重要性。

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引用次数: 0

L1 visual support in L2 academic listening: Implications for the strategic use of L1 on lecture slides in EMI contexts 第二语言学术听力中的第一语言视觉支持：在EMI环境中策略性地使用第一语言的影响

IF 3.4 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2026-01-21 DOI: 10.1016/j.jeap.2025.101626

Akiko Fujii , Danni Shi , Hikaru Hotta , Yasunori Morishima

Second language (L2) listening comprehension of lectures is a crucial but challenging aspect of content courses for L2 students in English as a medium of instruction (EMI) university contexts. Lecture slides are often used with the intent of enhancing comprehension of lecture content; however, the actual benefits for cognitive learning are not clear, especially for L2 students. Given that the use of the L1 is increasingly recognized as an effective pedagogical practice in situations where instructors and students share a common first language (L1), the current study considers the utility of L1 textual support on slides to support bottom-up and top-down processes in L2 lecture comprehension. In the current study, Japanese L1 learners of English (n = 58) listened to two short academic lectures while viewing slides in one of three conditions: L2 text only, L2 text supplemented with L1 titles, and L2 text supplemented with L1 glosses of terminology. Immediate comprehension and delayed content retention were measured using true or false and integrated listening-to-summarize tests. Both L1 titles and L1 glosses of terminology demonstrated the potential to facilitate L2 lecture comprehension for learners, especially in delayed measures that tested retention of academic content.

对于以英语为教学媒介（EMI）的大学背景下的第二语言（L2）学生来说，讲座的第二语言（L2）听力理解是内容课程中一个至关重要但具有挑战性的方面。课堂幻灯片的使用通常是为了加强对课堂内容的理解；然而，对认知学习的实际好处尚不清楚，尤其是对第二语言学生。考虑到在教师和学生使用共同的第一语言（L1）的情况下，使用L1越来越被认为是一种有效的教学实践，本研究考虑了幻灯片上L1文本支持的实用性，以支持二语课堂理解的自下而上和自上而下的过程。在目前的研究中，日本的L1英语学习者（n = 58）在三种情况下一边听两个简短的学术讲座，一边看幻灯片：只有L2文本，L2文本补充L1标题，L2文本补充L1术语注释。即时理解和延迟内容保留是通过真假和综合听力总结测试来衡量的。母语标题和术语解释都显示了促进第二语言学习者理解讲座的潜力，特别是在测试学术内容保留的延迟测量中。

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引用次数: 0

BALEAP news for JEAP Jan 2026 2026年1月的BALEAP新闻

IF 3.4 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2026-01-01 DOI: 10.1016/j.jeap.2025.101625

Andrew Hewitt , Laura Connolly , Natasha Ingall

引用次数: 0

Disciplinary identity in translation: A cross-disciplinary study of author self-reference in ELF research article abstracts 翻译中的学科认同：ELF研究论文摘要作者自我指涉的跨学科研究

IF 3.4 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2026-01-01 DOI: 10.1016/j.jeap.2025.101628

Yueyue Huang (黄越悦) , Yilin Yin (殷薏琳) , Ying Liang (梁楹) , Dechao Li (李德超)

Translating local research into English as an academic lingua franca (ELF) enables non-anglophone scholars to project authorial identity and reach a global readership. However, the lack of cross-disciplinary research on self-reference use in translated discourse limits our understanding of their recontextualised identity in ELF discursive community. This study investigates three self-reference categories, i.e., first-person pronouns, third-person noun phrases (NPs), inanimate NPs, in translated and non-translated English research article abstracts (RAAs) across four soft/hard vs. applied/pure disciplines: anthropology (TAN/NAN), applied linguistics (TAL/NAL), medical sciences (TMS/NMS), and chemistry (TCH/NCH). Findings show that both translated and non-translated practices favour first-person pronouns and inanimate NPs over third-person NPs, though non-translated practices consistently use more first-person pronouns. Translated practices show lower, yet uneven, authorial explicitness across disciplines. TAN shows the greatest fall in first-person pronoun use than its non-translated counterpart among all disciplines. TAL maintains similar overall self-reference use with NAL by balancing decreased first-person pronouns and increased inanimate NPs, a pattern not observed in other disciplines. Translators also neutralise certain disciplinary variation despite its presence in academic Chinese. These findings suggest constrained translator agentic practices across disciplines, offering practical and pedagogical implications for discipline-specific academic translation and interlingual scholarly communication in ELF contexts.

将当地的研究成果翻译成英语作为一种学术通用语（ELF），使非英语国家的学者能够展示作者身份，并获得全球读者。然而，缺乏对翻译话语中自我指涉使用的跨学科研究，限制了我们对他们在ELF话语社区中的再语境化身份的理解。本研究调查了翻译和非翻译的英语研究论文摘要（RAAs）中第一人称代词、第三人称名词短语（NPs）和无生命名词短语（NPs）的三种自我指称类别，即软/硬/应用/纯学科：人类学（TAN/NAN）、应用语言学（TAL/NAL）、医学（TMS/NMS）和化学（TCH/NCH）。研究结果表明，翻译和非翻译实践都倾向于第一人称代词和无生命NPs，而不是第三人称NPs，尽管非翻译实践始终使用更多的第一人称代词。翻译实践显示出较低的，但不均衡的，跨学科的作者明确性。在所有学科中，汉语第一人称代词使用的下降幅度最大。TAL通过减少第一人称代词和增加无生命NPs来保持与NAL相似的总体自我指称使用，这一模式在其他学科中没有观察到。尽管在学术汉语中存在一定的学科差异，但译者也会消除这些差异。这些研究结果表明，跨学科的译者代理实践受到限制，为ELF背景下特定学科的学术翻译和语际学术交流提供了实践和教学意义。

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引用次数: 0

Informality features in AI-generated academic writing: A corpus-based comparison between human and AI 人工智能学术写作中的非正式性特征：基于语料库的人类与人工智能比较

IF 3.4 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2026-01-01 DOI: 10.1016/j.jeap.2026.101629

Ning Zhao, Lei Lei

A comparison between AI-generated and human-written academic texts is crucial for assessing LLMs’ proficiency in academic writing and providing insights into academic writing instruction. While previous research has primarily focused on lexical, syntactic, and discoursal features, the investigation of writing style is relatively underdeveloped. The present study focused on a set of linguistic features, which are generally labeled as “informal” by style guides and writing manuals. We examined the differences between AI-generated and human-generated academic abstracts in terms of ten informal linguistic features. Our study was based on a large-scale dataset of scientific abstracts, consisting of comparable ChatGPT-generated and human-authored texts. The results showed that the use of informality features in AI-generated academic texts differs significantly from human-authored ones with small to moderate effect sizes. In addition, the writing style of AI is characterized by a consistent and standardized expression with less variability than that of human authors. We further underscore the similarities and disparities in the use of informality features between ChatGPT and human writers. By revealing AI’s strengths and limitations, these findings deepen our understanding of how AI reproduces or approximates the stylistic conventions expected in academic writing and offer valuable insights for integrating AI tools into writing instruction.

比较人工智能生成的学术文本和人类撰写的学术文本对于评估法学硕士在学术写作方面的熟练程度和提供学术写作指导至关重要。以往的研究主要集中在词汇、句法和语篇特征上，而对写作风格的研究相对不发达。目前的研究集中在一组语言特征上，这些特征通常被风格指南和写作手册标记为“非正式”。我们研究了人工智能生成和人类生成的学术摘要在十个非正式语言特征方面的差异。我们的研究基于大规模的科学摘要数据集，包括可比较的chatgpt生成和人类撰写的文本。结果表明，在人工智能生成的学术文本中，非正式性特征的使用与人类撰写的具有小到中等效应的文本有很大不同。此外，与人类作者相比，人工智能的写作风格具有一致性和标准化表达的特点，变异性较小。我们进一步强调了ChatGPT和人类作者在使用非正式特征方面的相似之处和差异。通过揭示人工智能的优势和局限性，这些发现加深了我们对人工智能如何再现或接近学术写作中预期的风格惯例的理解，并为将人工智能工具整合到写作教学中提供了有价值的见解。

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引用次数: 0

The impact of source text referential cohesion on integrated writing performance: A focus on textual integration and source use overlap 语篇指称衔接对综合写作表现的影响：以语篇整合和语源使用重叠为重点

IF 3.4 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-12-26 DOI: 10.1016/j.jeap.2025.101627

Seyyed Ehsan Golparvar , Mahmoud Abdi Tabari , Hossein Bazoubandi

This study explores the impact of source text referential cohesion on textual integration (integration style, integration purpose, and interpretation accuracy), source use features (keyword overlap, synonym overlap, and semantic overlap), and cohesion in the written responses. To this end, 31 undergraduate students summarized two versions of a reading passage, one with high referential cohesion and the other with low referential cohesion, and their summaries for the two source texts were analyzed in terms of textual integration, source use features, and cohesion. The participants also answered questionnaire items measuring perceived cognitive complexity after completing each task. The instances of implicit source use were higher in the summaries written for the low-referential cohesion task, while verbatim source use, correct interpretation of source ideas, and using source ideas to support ones’ arguments decreased in summarizing the low-referential text. Moreover, it was found that keyword overlap and synonym overlap significantly declined when summarizing the low-referential cohesion text. In addition, the referential cohesion of the source text had a negative impact on local cohesion (use of connectives) in the written responses, while positively affected text cohesion (lemmattr). The results are discussed and the implications for writing pedagogy and assessment are discussed.

本研究探讨了源语指称衔接对语篇整合（整合风格、整合目的和解读准确性）、源语使用特征（关键词重叠、同义词重叠和语义重叠）和书面回复衔接的影响。为此，31名大学生对一篇参考衔接高和参考衔接低的阅读文章进行了总结，并从语篇整合、语源使用特征和衔接三个方面分析了他们对两个源文本的总结。在完成每项任务后，参与者还回答了测量感知认知复杂性的问卷。在低指称衔接任务的摘要中，隐含源语使用的情况较多，而在低指称衔接任务的总结中，逐字逐句地使用源语、正确解释源语思想和使用源语支持论点的情况较少。此外，在总结低指称衔接语篇时发现关键词重叠和同义词重叠显著下降。另外，源语篇的指称衔接对书面回答中的局部衔接（连接词的使用）有负面影响，而对语篇衔接（词素）有积极影响。讨论了结果，并讨论了写作教学和评估的意义。

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引用次数: 0

Bridging EAP and EMI: Professional development for EAP teachers in Chinese higher education 衔接EAP与EMI：中国高等教育EAP教师的专业发展

IF 3.4 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-12-25 DOI: 10.1016/j.jeap.2025.101623

Jingwen Zhou , Paolo Delogu

The rapid expansion of English Medium Instruction (EMI) in higher education, particularly in non-Anglophone contexts, has led to significant pedagogical changes due to the shift of instructional medium from the local language to English, which requires content teachers to adapt their pedagogical approaches to ensure effective content learning. Also, this (shift) requires English Language Teaching (ELT) practitioners to switch from teaching general English to English for Academic Purposes (EAP) to ensure students' academic success in EMI contexts. Since EAP is more demanding, this switch calls for increased professional development (PD). However, current literature reveals that EAP teachers' PD in EMI contexts is vastly understudied compared to that of content teachers. This study responds to the growing need of exploring EAP teachers' PD and their views on PD opportunities in a surging EMI context – China, where EAP teachers are increasingly indispensable for providing much-needed academic support for students. Document analysis of PD-related documents and interviews with EAP teachers (n = 20) and PD leads (n = 5) across different types of EMI provisions (EMI university, EMI college, and EMI programme) reveal that PD specifically for EAP teachers is currently lacking, possibly owing to lack of awareness and support at the institutional level. The study concludes with practical implications for the refinement of EAP teachers’ PD and advocates for fairer PD investments across teaching cohorts.

英语媒介教学（EMI）在高等教育中的迅速扩展，特别是在非英语国家的背景下，由于教学媒介从当地语言向英语的转变，导致了重大的教学变化，这要求内容教师调整他们的教学方法，以确保有效的内容学习。此外，这种（转变）要求英语教学（ELT）从业者从普通英语教学转向学术英语教学（EAP），以确保学生在EMI环境下的学术成功。由于EAP的要求更高，这种转变需要增加专业发展（PD）。然而，目前的文献显示，与内容教师相比，EAP教师在EMI背景下的PD研究远远不足。在中国，EAP教师在为学生提供急需的学术支持方面越来越不可或缺，因此，本研究回应了在EMI激增的背景下探索EAP教师的PD及其对PD机会的看法的日益增长的需求。对PD相关文件的文献分析以及对不同类型的EMI规定（EMI大学、EMI学院和EMI计划）的EAP教师（n = 20）和PD负责人（n = 5）的访谈显示，目前缺乏专门针对EAP教师的PD，可能是由于机构层面缺乏意识和支持。该研究总结了EAP教师PD改进的实际意义，并倡导在整个教学群体中进行更公平的PD投资。

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引用次数: 0

Disciplinary variation in grammatical complexity in university science textbooks in Hong Kong 香港大学科学教科书语法复杂程度的学科差异

IF 3.4 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-12-22 DOI: 10.1016/j.jeap.2025.101624

Jie Yang, Ge Lan, Minyan Huang

This study investigates disciplinary variation in grammatical complexity in university textbooks across four disciplines in scientific domains (i.e., chemistry, computing mathematics, physics, and biology). A corpus was built by collecting science textbooks from a Hong Kong university, where an English Medium Instruction (EMI) policy was implemented. The frequencies of 11 clausal and phrasal complexity features (Biber et al., 2011) were included in our analysis. The corpus was tagged by the Biber Tagger, and then individual features were extracted and counted. The Kruskal-Wallis Test and post-hoc analysis were run to explore the differences in the frequencies of the 11 features across the textbooks in the four disciplines. The findings show significant differences in the frequencies of the grammatical complexity features with varied effect sizes. Substantial disciplinary variations were found in both phrasal features (i.e., appositive noun phrases and premodifying nouns) and clausal features (i.e., passive voices and finite relative clauses). A functional interpretation is also provided to explain the communicative purposes fulfilled by grammatical features. This study offers valuable insights for designing tailored pedagogical materials to develop students’ scientific literacy in this HK university or similar educational contexts.

本研究调查了大学教科书中语法复杂性的学科差异，涉及四个科学领域（即化学、计算数学、物理和生物学）。通过收集香港一所大学的科学教科书，建立了一个语料库，该大学实施了英语媒介教学政策。11个小句和短语复杂性特征的频率（Biber et al., 2011）被纳入我们的分析。用Biber Tagger对语料库进行标记，然后对各个特征进行提取和统计。通过Kruskal-Wallis测试和事后分析来探讨四个学科中11个特征在教科书中的频率差异。结果表明，语法复杂性特征出现的频率存在显著差异，且影响大小不同。在短语特征（即同位语名词短语和前置名词）和小句特征（即被动语态和有限关系从句）中都发现了实质性的学科差异。此外，还提供了一种功能解释来解释语法特征所实现的交际目的。该研究为设计适合香港大学或类似教育环境的教学材料以培养学生的科学素养提供了宝贵的见解。

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引用次数: 0

Metadiscourse in postgraduate thesis supervisions at UK and Taiwanese universities 英国与台湾大学研究生论文指导之元语篇

IF 3.4 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-12-19 DOI: 10.1016/j.jeap.2025.101622

Chia-Yen Lin , Ken Lau , Yufang Ho

This study investigates metadiscourse in master's thesis supervisions at universities in the UK and Taiwan, an established yet underexplored academic spoken genre that functions as a vital mechanism for effective research management and support, particularly within increasingly diverse cohorts of national and international students. Drawing on Hyland's interpersonal model, a self-compiled corpus of over 34,000 words of authentic supervisory interactions was analyzed to identify and compare the use of metadiscourse related to participants' discourse roles and the academic contexts in which the supervision occurred. Interactive metadiscourse exhibits similar distribution patterns across the UK and Taiwanese corpora, which reflects a shared awareness of disciplinary conventions and tacit genre knowledge, contributing to coherent discourse structuring and enhancing the comprehensibility of information-dense academic interactions in both contexts. In contrast, notable differences are observed in interactional metadiscourse, likely attributable to the hybrid academic values of Taiwan's modern higher education system and international students' adaptation to host institutional norms, that is negotiating knowledge in ways that are meaningful and appropriate within their respective discourse communities. Supervisors' dynamic role shifts, enabled by the strategic deployment of metadiscourse, suggest that effective supervision is not a static exertion of authority but a responsive and negotiated practice attuned to students' evolving needs and the epistemic demands of the unfolding supervisory encounter.

本研究调查了英国及台湾大学硕士论文指导中的元话语，这是一种已建立但尚未被充分探索的学术口语类型，它是有效的研究管理和支持的重要机制，特别是在日益多样化的国内和国际学生群体中。根据Hyland的人际关系模型，我们分析了一个自编的超过34,000字的真实监督互动语料库，以识别和比较与参与者话语角色相关的元话语的使用以及监督发生的学术背景。互动元语篇在英台语料库中呈现出相似的分布模式，这反映了对学科惯例和隐性体裁知识的共同意识，有助于在两种语境中构建连贯的话语结构，并增强信息密集学术互动的可理解性。相比之下，在互动元话语中观察到显着差异，可能归因于台湾现代高等教育体系的混合学术价值观和国际学生对东道国机构规范的适应，即以各自话语社区中有意义和适当的方式谈判知识。在元话语的战略部署下，导师的动态角色转变表明，有效的监督不是一种静态的权威运用，而是一种响应性和协商性的实践，与学生不断发展的需求和不断发展的监督遭遇的认知要求相适应。

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引用次数: 0