Journal of English for Academic Purposes最新文献_第10页

Evaluating an AI speaking assessment tool: Score accuracy, perceived validity, and oral peer feedback as feedback enhancement 评估人工智能口语评估工具：评分准确性、感知有效性和作为反馈强化的口头同伴反馈

IF 3.1 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-04-07 DOI: 10.1016/j.jeap.2025.101505

Xu Jared Liu , Jingwen Wang , Bin Zou

Artificial Intelligence (AI) has significantly transformed language learning approaches and outcomes. However, research on AI-assisted English for Academic Purposes (EAP) speaking classrooms remains sparse. This study evaluates "EAP Talk", an AI-assisted speaking assessment tool, examining its effectiveness in two contexts: controlled tasks (Reading Aloud) that elicit non-spontaneous speech, and uncontrolled tasks (Presentation) that generate spontaneous speech. The research assessed accuracy and validity of EAP Talk scores through analysing 20 Reading Aloud and 20 Presentation recordings randomly selected from a pool of 64 undergraduate students. These recordings were graded by five experienced EAP teachers using Adaptive Comparative Judgment (ACJ) – a comparative scoring method – and the traditional rubric rating approach. Acknowledging the limitation of EAP Talk in providing scores without detailed feedback, the study further investigated its perceived validity and examined oral peer feedback as a complementary enhancement strategy. Semi-structured interviews with four students were conducted to investigate their perceptions of the AI-assisted assessment process, focusing on the benefits of EAP Talk in enhancing learning, its limitations, and the effectiveness of oral peer feedback. Scoring concordance analysis shows that EAP Talk performs well in the controlled task but less so in the uncontrolled one. Content analysis on the interview data reveals that EAP Talk facilitates student confidence and positively shapes learning styles, while oral peer feedback markedly improves speaking skills through effective human-computer collaboration. The study calls for more precise AI assessments in uncontrolled tasks and proposes pedagogical strategies to better integrate AI into EAP speaking contexts.

人工智能（AI）极大地改变了语言学习的方法和结果。然而，关于人工智能辅助学术英语（EAP）口语课堂的研究仍然很少。本研究评估了“EAP Talk”，这是一种人工智能辅助的口语评估工具，研究了它在两种情况下的有效性：一种是引发非自发语言的受控任务（朗读），另一种是产生自发语言的非受控任务（演讲）。该研究通过分析从64名本科生中随机选择的20段朗读录音和20段演讲录音来评估EAP Talk分数的准确性和有效性。这些录音由五位经验丰富的EAP教师使用适应性比较判断(ACJ) -一种比较评分方法-和传统的标题评分方法进行评分。承认EAP Talk在提供没有详细反馈的分数方面的局限性，该研究进一步调查了其感知效度，并检验了口头同伴反馈作为一种补充增强策略。对四名学生进行了半结构化访谈，以调查他们对人工智能辅助评估过程的看法，重点关注EAP Talk在促进学习方面的好处，其局限性以及口头同伴反馈的有效性。得分一致性分析表明，EAP会话在控制任务中表现良好，而在非控制任务中表现较差。访谈数据的内容分析表明，EAP Talk促进了学生的自信，积极塑造了学习风格，而口头同伴反馈通过有效的人机协作显着提高了口语技能。该研究呼吁在不受控制的任务中进行更精确的人工智能评估，并提出了更好地将人工智能融入EAP口语环境的教学策略。

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引用次数: 0

IF 3.1 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-04-02 DOI: 10.1016/j.jeap.2025.101508

Yimin Zhang

引用次数: 0

Utilization of appraisal resources for acknowledging limitations within doctoral theses across disciplines 利用评估资源来承认跨学科博士论文的局限性

IF 3.1 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-04-01 DOI: 10.1016/j.jeap.2025.101511

Shuyi (Amelia) Sun , Feng (Kevin) Jiang

In doctoral thesis composition, the acknowledgment of limitations not only showcases writers' capacity for self-evaluation but may operate to sway disciplinary examiners to perceive caveats in a more positive light, hereby constituting a crucial element in determining the acceptability and justification of research within disciplinary communities. Nonetheless, scant consideration has been given to the disciplinary interpersonal strategies for acknowledging limitations within the ESAP literature. To remedy the oversight, this study investigated the mediation of interpersonal discursive practices through the appraisal system (Martin & White, 2005) alongside any disciplinary variation in the limitations of 120 doctoral theses across hard and soft disciplines. Results showed prevalent utilization of diverse appraisal features, serving to convey authorial viewpoints, negotiate potential alternative perspectives, and fortify compromises with expert examiners. Cross-disciplinary analyses further revealed soft-disciplinary writers’ notable preference for most appraisal resources, suggesting variations in disciplinary knowledge structure and conventional practice. The findings are anticipated to inform interpersonal strategies for delivering limitations, develop the current comprehension of disciplinary modes of knowing and social practice, and offer pedagogical insights for thesis writing instruction.

在博士论文写作中，对局限性的承认不仅展示了作者自我评估的能力，而且可能会影响学科审查员以更积极的眼光看待这些警告，从而构成决定学科社区内研究的可接受性和正当性的关键因素。尽管如此，在ESAP文献中，承认局限性的学科人际策略很少得到考虑。为了弥补这一疏忽，本研究通过评估系统调查了人际话语实践的中介作用(Martin &；White, 2005)，以及在120篇软硬学科博士论文的限制下的任何学科差异。结果显示，普遍使用不同的评估特征，服务于传达作者的观点，协商潜在的替代观点，并加强与专家审查员的妥协。跨学科分析进一步揭示了软学科作者对大多数评价资源的显著偏好，这表明学科知识结构和传统实践存在差异。研究结果有望为人际交往策略提供信息，以克服局限性，发展当前对学科认知模式和社会实践的理解，并为论文写作指导提供教学见解。

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引用次数: 0

Chinese university students’ self-regulated strategic learning in English medium instruction from a sociocultural perspective 社会文化视角下中国大学生英语媒介教学中的自主策略学习

IF 3.1 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-04-01 DOI: 10.1016/j.jeap.2025.101510

Pengzhan Yang, Wenqian Huang, Hui-zhong Shen, Hongzhi Yang, Chuan Gao

Recently, there has been growing interest in research on learning strategies employed by students to regulate their learning in English medium instruction (EMI) settings. This study examines the self-regulated strategic learning by Chinese university students in an EMI programme over an extended period of time. Data were collected from 262 students through a questionnaire on learning strategies to gauge the way they learn as well as the role of their English proficiency and year of study in their self-regulated learning. Interviews and learning journals were also utilised with nine students to offer in-depth insights into their self-regulation through the lens of sociocultural theory. The findings revealed that students actively adopted metacognitive and cognitive strategies to internalise external mediating resources (e.g., course materials, technology tools) and assistance from peer discussions and teacher instruction. However, participants' less use of social and affective strategies indicated their insufficient socially mediated self-regulation, highlighting the need for scaffolded training to cultivate students' self-regulatory skills. The findings further demonstrated the role of students’ English proficiency and year of study in their self-regulated learning, which has implications for fostering an interactive learning community to facilitate optimal student learning in EMI.

近年来，人们对英语媒介教学环境下学生调节学习的学习策略的研究越来越感兴趣。本研究考察了中国大学生在EMI项目中一段较长时间内的自我调节策略学习情况。通过对262名学生的学习策略问卷调查收集数据，以评估他们的学习方式以及他们的英语水平和学习年份在他们自主学习中的作用。研究人员还利用对九名学生的访谈和学习日志，从社会文化理论的角度深入了解他们的自我调节。研究结果显示，学生积极采用元认知和认知策略来内化外部中介资源（如课程材料、技术工具）以及同伴讨论和教师指导的帮助。然而，参与者较少使用社会和情感策略表明他们的社会中介自我调节能力不足，强调需要进行脚手架训练来培养学生的自我调节技能。研究结果进一步证明了学生的英语水平和学习年限在自我调节学习中的作用，这对培养互动式学习社区以促进EMI中学生的最佳学习具有启示意义。

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引用次数: 0

“Figure 2 shows that …”: Evidentiality in Chinese graduate students’ research articles “图2显示……”：中国研究生研究文章的证据性

IF 3.1 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-03-31 DOI: 10.1016/j.jeap.2025.101507

Zhongqing He, Haowen Zhou

Evidentiality is an important interpersonal resource in academic discourse, indicating sources of information and authorial commitment to propositions. Compared to other interpersonal resources in academic writing, however, evidentiality is an understudied area. In particular, much is unknown about the possible similarities/differences between student writers and expert writers in their use of evidentiality in research articles (RAs). The present study, adopting a systemic functional linguistics perspective, reports a corpus-based comparative examination of evidentiality in Chinese graduate students' coursework RAs and expert writers' published RAs. The study's aim is to discern the extent to which Chinese graduate students differ from expert writers in their use of evidentiality in English RAs in four disciplines: mathematics, physics, metallurgy, and materials science. The results showed that Chinese graduate students, as English as a foreign language (EFL) writers, use significantly more evidentials in their RAs than expert writers and their repertoire of evidentials is relatively limited. Chinese graduate students also show strong preferences for certain types and realizations of evidentiality and thus display less variety and flexibility in their use of evidentials in their RAs. This study provides evidence for the relationship between writers' writing skills and language proficiency and their use of evidentiality in RAs, and may contribute to our understanding of evidentiality in academic discourse.

证据是学术话语中重要的人际资源，表明了信息来源和作者对命题的承诺。然而，与学术写作中的其他人际资源相比，证据性是一个未被充分研究的领域。特别是，学生作家和专家作家在研究文章（RAs）中使用证据性方面可能存在的相似/差异尚不清楚。本研究采用系统功能语言学的观点，基于语料库对中国研究生的课程论文和专家作家发表的论文的证据性进行了比较研究。这项研究的目的是辨别中国研究生在数学、物理、冶金和材料科学四个学科的英语RAs中使用证据性的程度与专家作家的不同。研究结果表明，中国研究生在英语写作中使用的证据明显多于专业作者，且证据的使用范围相对有限。中国研究生对证据的某些类型和实现也表现出强烈的偏好，因此在他们的研究中使用证据的多样性和灵活性较低。本研究为作者的写作技巧和语言熟练程度与证据性使用之间的关系提供了证据，并有助于我们理解学术话语中的证据性。

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引用次数: 0

A systematic analysis of first-person identity roles in agricultural sciences 农业科学中第一人称身份角色的系统分析

IF 3.1 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-03-30 DOI: 10.1016/j.jeap.2025.101506

Julia T. Williams-Camus

This paper presents a systematic quantitative and qualitative analysis of first-person reference in a corpus of 30 Agricultural Science research articles. The analysis is based on Tang and John’s (1999) taxonomy of authorial identity roles cross-referenced with rhetorical functions within the IMRaD structure. A total of 795 instances (39.3 per 10,000 words) were found, the most frequent roles being recounter (59.5 %) and opinion-holder (32.8 %) spread across all sections. The highest density, however, was observed in the short Conclusion section and Abstract (84.1 and 75.7 per 10k, respectively). Interestingly, the qualitative analysis revealed that instances of presenting reasoned decisions for procedural choices outnumbered plain description of procedures through first-person reference in Methods. These were also frequent in the Results section, where stating results with the first-person was relatively rare (21 of 62 tokens). In the Discussion section, use of the possessive was higher than that of the subject pronoun (52.2 % vs. 46 % instances), which was attributable to writers employing our to identify the source of the data under consideration in the control of the different voices in the text. The study provides new insights into the diverse ways that authors imprint their presence on their discourse through self-reference.

本文对30篇农业科学研究论文语料库中的第一人称指称进行了系统的定量和定性分析。这一分析基于Tang和John（1999）的作者身份角色分类，该分类与IMRaD结构中的修辞功能相互参照。总共发现了795个实例（每10,000个单词中有39.3个），最常见的角色是重述者（59.5%）和意见持有人（32.8%），分布在所有部分。然而，在较短的结论部分和摘要中观察到的密度最高（分别为84.1和75.7 / 10k）。有趣的是，定性分析显示，在方法中，通过第一人称引用对程序选择进行合理决策的实例多于对程序的简单描述。这些在Results部分中也很常见，其中用第一人称陈述结果的情况相对较少（62个标记中有21个）。在讨论部分，所有格的使用高于主语代词的使用（52.2% vs. 46%），这是由于作者在控制文本中不同的语态时使用our来识别所考虑的数据的来源。该研究为作者通过自我参照将自己的存在烙印在话语中的各种方式提供了新的见解。

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引用次数: 0

A cross-disciplinary study of authorial identity construction through ‘reader engagement’ in the introduction of research articles 通过“读者参与”在研究文章的介绍作者身份建设的跨学科研究

IF 3.1 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-03-24 DOI: 10.1016/j.jeap.2025.101503

Yajing Wu , Zhanting Bu , Jingyuan Zhang

Despite readers' active and constitutive role in how authors construct their identities, most of the current research on authorial identity construction has focused on author-oriented self-mentions, and few studies have examined how authors engage readers in the text and construct their identities in the reader-oriented interactions. Drawing upon Hyland's (2005a) reader engagement model, this study explores how authorial identity is constructed through reader engagement resources in 120 introductions of research articles from both soft disciplines (i.e., linguistics and philosophy) and hard disciplines (i.e., bioscience and materials science). Employing both corpus-based and text-based analyses, our findings indicate that authors of selected disciplines rarely use reader pronouns to construct interlocutor identities. Instead, they frequently employ informative asides and shared knowledge expressing tradition and typicality to portray themselves as guides. Notable variations exist both between and within hard and soft disciplines. These findings can guide EAP practitioners to help novice authors enhance their reader awareness and construct appropriate authorial identities in the interaction with readers.

尽管读者在作者身份建构过程中发挥着积极的构成性作用，但目前关于作者身份建构的研究大多集中于以作者为导向的自我陈述，很少有研究探讨作者如何在文本中与读者互动，并在以读者为导向的互动中建构自己的身份。本研究借鉴 Hyland（2005a）的读者参与模型，探讨了作者身份是如何通过 120 篇软学科（即语言学和哲学）和硬学科（即生物科学和材料科学）研究文章的引言中的读者参与资源来构建的。通过基于语料库和文本的分析，我们的研究结果表明，所选学科的作者很少使用读者代词来构建对话者身份。相反，他们经常使用信息性的旁白以及表达传统和典型性的共享知识，将自己描绘成指导者。在软硬学科之间和内部都存在明显的差异。这些发现可以指导英语语言教学法从业人员帮助新手作者在与读者的互动中增强读者意识，构建适当的作者身份。

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引用次数: 0

Exemplification and its local grammar patterns in English as an academic lingua franca in research writing 作为学术通用语的英语在研究性写作中的例证及其地方语法模式

IF 3.1 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-03-21 DOI: 10.1016/j.jeap.2025.101504

Feng (Kevin) Jiang , Hang Su

In this study, we investigate the underexplored rhetorical practice of authors adopting English as a lingua franca (ELF) in academic writing, focusing on their use of exemplification. By giving examples for illustration or clarification, the act of exemplifying is central to the clarity and persuasiveness of research writing. We examined it through a local grammar approach, analysing both its lexico-grammatical and discourse-semantic patterns. Based on the SciELF corpus, which comprises unproofread pre-submission drafts of ELF authors, our analysis shows that for example and “Exemplified – Indicator – Exemplification – Subordinate Category” are the dominant marker and local grammar pattern of exemplification. The use of exemplification also relates to the L1 background, professional status and disciplinary alignment of the ELF authors. Czech and Russian authors made the most and least frequent use of exemplification respectively while Finnish and Czech authors often use variant patterns of the dominant one. Additionally, senior academics, particularly from soft disciplines, make the most of exemplificatory markers and prefer the “Exemplified – Indicator – Exemplification – Relevant Studies” pattern. Our study sheds light on the rhetorical language use by ELF authors, and unravels the value of local grammars in the research of English as an academic lingua franca.

在本研究中，我们调查了在学术写作中采用英语作为通用语言（ELF）的作者未被充分探索的修辞实践，重点关注他们对例证的使用。通过举例说明或澄清，举例行为对研究写作的清晰度和说服力至关重要。我们通过局部语法方法对其进行了研究，分析了其词汇语法和话语语义模式。科学英语论文语料库由英语论文作者未校对的投稿前草稿组成，基于该语料库，我们的分析表明，"例如 "和 "例证--指标--例证--从属类别 "是例证的主要标记和局部语法模式。例证的使用还与 ELF 作者的 L1 背景、专业地位和学科排列有关。捷克语和俄语作者使用例证标记的频率分别最高和最低，而芬兰语和捷克语作者则经常使用主导标记的变体模式。此外，资深学者，尤其是来自软学科的学者，最常使用例证标记，并偏爱 "例证--指标--例证--相关研究 "模式。我们的研究揭示了 ELF 作者的修辞性语言使用，并揭示了地方语法在英语作为学术通用语的研究中的价值。

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引用次数: 0

Languages of publication among multilingual researchers: Locality to mobility in the Taiwan context 多语研究者的出版语言：台湾语境下的地域到流动

IF 3.1 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-03-19 DOI: 10.1016/j.jeap.2025.101501

Cheryl L. Sheridan

Faculty of eight universities around Taiwan were surveyed regarding the extent to which they use English for academic publication, why they use English, and their perceptions of their experiences. Analysis focuses on participants who used English and Chinese for journal articles in two disciplinary groups: Humanities and Social Sciences (HSS) and Science, Technology, Engineering, Mathematics, and Medicine (STEMM), at different academic ranks. Analysis shows that they publish in English for similar reasons, closely related to institutional policies pushing “international” publications, but experience the process differently. Within disciplinary groups, respondents' language use at different academic ranks also varied. Adopting Blommaert (2010), the paper explores multilingual scholars’ movement along the sociolinguistic scale of academic rank in relation to language use that connotes an indexical order from locality to mobility. Compared to HSS, STEMM participants experienced greater mobility in the Anglophone-centric view because they published more in English, secured more first-author international collaboration, and perceived less sense of barrier to publishing in English. The relationship between the privileging of internationally indexed journals and mobility is considered. Finally, the implications of such policies in pursuit of internationalization is discussed and a critical pragmatic approach to higher education suggested.

对台湾八所大学的教师进行了调查，内容涉及他们在学术出版中使用英语的程度、使用英语的原因以及他们对自己经历的看法。分析的重点是在不同学术级别的人文社会科学（HSS）和科学、技术、工程、数学和医学（STEMM）两个学科组中使用英文和中文发表期刊文章的参与者。分析表明，它们以英文出版的原因相似，与推动“国际化”出版物的制度政策密切相关，但经历的过程不同。在学科组内，不同学术等级的受访者的语言使用情况也有所不同。本文采用Blommaert（2010）的方法，探讨了多语言学者在社会语言学的学术等级尺度上的运动与语言使用的关系，这意味着从地方到流动的索引顺序。与HSS相比，STEMM参与者在以英语为中心的观点中经历了更大的流动性，因为他们用英语发表了更多的文章，获得了更多的第一作者国际合作，并且认为用英语发表的障碍更小。考虑了国际索引期刊的特权与流动性之间的关系。最后，讨论了这些政策对追求国际化的影响，并提出了一种重要的实用主义高等教育方法。

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引用次数: 0

Using visual scaffolding to enhance the comprehensibility of English materials in science education: A genre-based approach 运用视觉脚手架提高科学教育英语材料的可理解性：体裁教学法

IF 3.1 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-03-18 DOI: 10.1016/j.jeap.2025.101500

Jun-Jie Tseng

This paper investigates how visual scaffolding enhances the comprehensibility of English scientific materials in secondary education, focusing on Bilingual Scientific Literacy (BSL). Despite its importance, BSL is often underemphasized, with students facing linguistic challenges in understanding scientific texts. The study addresses two research questions: how teachers create visual scaffolds to improve students' grasp of quantum science materials and their perceptions of this approach. Utilizing Unsworth's (2001) genre analysis framework and Kress & van Leeuwen's (2006) visual analysis framework, the research involved collaborative efforts between physics and English teachers in Taiwan. Data were collected through designs of visual scaffolds, interviews, and reflection reports. Findings show that teachers used visual representations of functional stages, logical connections, and nominalizations to simplify abstract concepts. They believed visual scaffolding enhanced student comprehension, though challenges remain in interpreting complex visuals and creating effective scaffolds. This study contributes to the literature on genre-based visual scaffolding in bilingual education by demonstrating how the integration of Unsworth's (2001) and Kress & van Leeuwen's (2006) frameworks can create visual scaffolding that improves the comprehensibility of English scientific materials for EFL students.

本文以双语科学素养（BSL）为研究对象，探讨了视觉脚手架如何提高中学英语科学材料的可理解性。尽管车贴语很重要，但它经常被低估，学生在理解科学文本时面临语言挑战。该研究解决了两个研究问题：教师如何创建视觉支架来提高学生对量子科学材料的掌握，以及他们对这种方法的看法。利用Unsworth（2001）的体裁分析框架和Kress &；van Leeuwen（2006）的可视化分析框架，研究涉及台湾物理教师与英语教师之间的合作努力。通过视觉支架设计、访谈和反思报告收集数据。研究结果表明，教师使用功能阶段、逻辑联系和名词化的视觉表征来简化抽象概念。他们认为视觉支架可以提高学生的理解力，尽管在解释复杂的视觉效果和创造有效的支架方面仍然存在挑战。本研究通过展示Unsworth's（2001）和Kress &；van Leeuwen（2006）的框架可以创建视觉脚手架，提高英语学生对英语科学材料的可理解性。

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引用次数: 0