Journal of English for Academic Purposes最新文献_第2页

Exploring PhD students’ utilization of generative AI in academic writing for publication purposes: Insights for EAP 探索博士生在学术写作中对生成式人工智能的使用，以供出版：对EAP的见解

IF 3.4 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-12-08 DOI: 10.1016/j.jeap.2025.101612

Chenze Wu , Benjamin Luke Moorhouse , Yuwei Wan , Meixin Wu

The use of Generative Artificial Intelligence (GenAI) is creating new innovative processes and approaches to writing for publication that have implications for EAP. Given that the appropriate utilization of GenAI tools is under researched, existing EAP curricula might inadequately prepare students to appropriately incorporate GenAI tools into their academic writing practices for publication. The current study explored L2 PhD students’ understanding of the appropriateness of using GenAI in academic writing for publication purposes and their underlying reasons. A two-stage design, including a survey and follow-up semi-structured interviews, was employed. Data included 63 survey responses and 22 semi-structured interviews among L2 PhD students in arts, humanities, and social sciences at a Hong Kong university. The findings suggested divergent perceptions about the appropriateness of GenAI use at each stage of academic writing. Furthermore, although most participants highlighted the importance of maintaining transparency and acknowledged the necessity of AI declaration, about sixty percent opted not to declare their AI usage in actual publishing practices. The study sheds light on the use of GenAI by L2 PhD students in their writing for publication processes, and their understanding of the appropriate use of GenAI for publishing. The article provides six recommendations for EAP instructors and course organizers to help L2 students navigate the complexities of using GenAI appropriately and transparently in academic writing for publication.

生成式人工智能（GenAI）的使用正在创造新的创新流程和方法来撰写出版物，这对EAP有影响。鉴于对GenAI工具的适当利用正在进行研究，现有的EAP课程可能无法充分准备学生将GenAI工具适当地纳入其学术写作实践以供出版。本研究探讨了二年级博士生对学术写作中使用GenAI的适当性的理解及其潜在原因。采用两阶段设计，包括调查和后续半结构化访谈。数据包括63份调查回复和22份半结构化访谈，受访者为一所香港大学艺术、人文和社会科学专业的二年级博士生。研究结果表明，在学术写作的每个阶段，人们对GenAI使用的适当性有不同的看法。此外，尽管大多数参与者强调了保持透明度的重要性，并承认人工智能声明的必要性，但约60%的参与者选择不声明他们在实际出版实践中的人工智能使用情况。该研究揭示了L2博士生在撰写出版过程中使用GenAI的情况，以及他们对正确使用GenAI进行出版的理解。本文为EAP教师和课程组织者提供了六条建议，以帮助第二语言学生在学术写作中正确、透明地使用GenAI。

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引用次数: 0

“I thought I knew how to write in my own language …” unveiling vulnerability in NES university students’ English academic writing experience “我以为我知道如何用自己的语言写作……”揭示了新台币大学生英语学术写作经历的脆弱性

IF 3.4 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-12-05 DOI: 10.1016/j.jeap.2025.101618

Mingyu Li , Fengqiang Wang

While English academic writing has garnered growing attention in higher education (HE), scholarship has largely centred on English-as-an-additional-language (EAL) students' experiences, leaving those of native English-speaking (NES) students under-explored. To address this, this study explores NES university students' academic writing experience through a vulnerability lens, challenging the assumption that language fluency alone ensures academic success. Drawing on interviews with NES students, teaching staff, and writing tutors in three UK universities, the findings reveal that students’ initial confidence in their linguistic abilities often collides with the complexities of academic conventions. Moreover, students recounted emotional stress, self-doubt, and limited institutional support, highlighting how NES learners can “slip through the cracks” when services are primarily framed for those EAL. Nevertheless, once students recognised and addressed these shortcomings, they could leverage various self-regulated strategies to develop stronger writing practices, during which vulnerability emerged as a potential catalyst for development. By foregrounding the challenges and adaptive responses of NES students, the study underscores the importance of reframing academic writing support to be inclusive of all learners, advocating for discipline-specific scaffolding, and a “vulnerability-aware” pedagogy that fosters both equity and growth in HE.

虽然英语学术写作在高等教育（HE）中引起了越来越多的关注，但奖学金主要集中在英语作为附加语言（EAL）学生的经历上，而没有对母语为英语（NES）学生的经历进行探索。为了解决这个问题，本研究从脆弱性的角度探讨了东北大学学生的学术写作经历，挑战了语言流利就能确保学术成功的假设。通过对三所英国大学的新英语学生、教学人员和写作导师的采访，研究结果显示，学生对自己语言能力的最初信心往往与学术惯例的复杂性相冲突。此外，学生们讲述了情绪压力、自我怀疑和有限的机构支持，强调了当服务主要针对那些EAL时，新英语学习者如何“从裂缝中溜走”。然而，一旦学生认识到并解决了这些缺点，他们就可以利用各种自我调节的策略来发展更强的写作实践，在此期间，脆弱性成为发展的潜在催化剂。通过展望新学院学生的挑战和适应性反应，该研究强调了重新构建学术写作支持的重要性，以包容所有学习者，倡导特定学科的脚手架，以及促进高等教育公平和成长的“脆弱性意识”教学法。

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引用次数: 0

EAP in the digital age: Leveraging technology for language development 数字时代的EAP：利用技术促进语言发展

IF 3.4 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-12-02 DOI: 10.1016/j.jeap.2025.101614

Soleiman Shahmohammadi , Hassan Soodmand Afshar

This study examines the role of digital tools in enhancing EAP instruction in Iran, addressing the gap in technology integration within resource-constrained contexts. These contexts are characterised by limited technological infrastructure and restrictive internet policies, hindering the effective integration of technology. To date, no systematic research has explored how these contextual constraints influence the adoption and integration of digital tools in Iranian higher education. Using a sequential embedded mixed-methods design, we surveyed 153 students and 36 instructors using structured questionnaires to capture perceptions of the effects of digital tools on EAP skills. Semi-structured interviews were conducted with 12 instructors, 18 students, and eight experts to provide deeper insights into pedagogical beliefs and institutional barriers. We observed 12 EA P classrooms across the Engineering, Medicine, and Social Sciences disciplines in 11 universities for two months to document actual teaching practices and tool use. The results revealed that digital tools, through their real-time feedback and interactive features, significantly influenced writing fluency and vocabulary acquisition. The classroom observations highlighted gaps in supporting speaking skills and discipline-specific needs, especially in Engineering and Medicine. The barriers that influence integration are limited access to premium tools, infrastructure issues, restrictive filtering policies, insufficient instructor training, and schooling cultures. To address these challenges, we propose a context-sensitive framework consisting of tailored digital solutions, blended learning models, and institutional support. The study underscores the potential of technology to transform EAP instruction in restricted settings and offers empirically grounded implications for practitioners and policymakers.

本研究考察了数字工具在加强伊朗EAP教学方面的作用，解决了资源受限背景下技术整合方面的差距。这些环境的特点是有限的技术基础设施和限制性的互联网政策，阻碍了技术的有效整合。到目前为止，还没有系统的研究探讨这些背景限制如何影响伊朗高等教育中数字工具的采用和整合。采用顺序嵌入式混合方法设计，我们使用结构化问卷调查了153名学生和36名教师，以了解数字工具对EAP技能的影响。我们对12名教师、18名学生和8名专家进行了半结构化访谈，以更深入地了解教学信念和制度障碍。我们用两个月的时间观察了11所大学的工程、医学和社会科学学科的12个EA P教室，以记录实际的教学实践和工具使用情况。结果表明，数字工具通过其实时反馈和互动功能，显著影响写作流畅性和词汇习得。课堂观察突出了辅助性演讲技巧和学科特定需求方面的差距，特别是在工程和医学方面。影响整合的障碍是获得优质工具的机会有限、基础设施问题、限制性过滤政策、教员培训不足以及学校文化。为了应对这些挑战，我们提出了一个由量身定制的数字解决方案、混合学习模式和机构支持组成的环境敏感框架。该研究强调了技术在限制环境下改变EAP教学的潜力，并为实践者和决策者提供了基于经验的启示。

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引用次数: 0

From hedging to self-mention: Seventy years of stance in doctoral theses and what it means for EAP 从回避到自我提及：70年的博士论文立场及其对EAP的意义

IF 3.4 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-11-26 DOI: 10.1016/j.jeap.2025.101616

Marii Abdeljaoued

The doctoral thesis is among the most demanding genres in English for Academic Purposes (EAP). It requires novice scholars to master complex rhetorical conventions, construct disciplinary identities, and project credible authorial voices. Understanding how these rhetorical practices have changed over time is essential for tracing the evolution of doctoral writing conventions. This longitudinal corpus-based study investigates diachronic variation in stance taking across 240 UK doctoral theses (18 million words of raw text, 13 million of cleaned text). The corpus covers eight disciplines spanning the hard–soft and pure–applied spectrum between 1950 and 2016. Drawing on Hyland's (2005a; 2005b) stance model, the analysis examines the use of hedges, boosters, attitude markers, and self-mention over seven decades. Findings reveal broad stability in overall stance density, indicating a qualified conservatism in the genre. Hedges remain the most frequent device, while self-mention shows a gradual increase. This suggests a persistent caution in argumentation alongside a modest shift toward greater authorial presence. Booster use declines slightly, accompanied by greater rhetorical precision and disciplinary specificity, whereas attitude markers display relative stability with disciplinary variation. These findings underscore the conservative nature of doctoral writing, yet highlight subtle rhetorical shifts with pedagogical significance. Implications are discussed for EAP practitioners, including the development of discipline-sensitive materials, corpus-informed teaching activities, and supervisor training to enhance doctoral writers' stance awareness and rhetorical flexibility.

博士论文是学术英语（EAP）中要求最高的类型之一。它要求新手学者掌握复杂的修辞惯例，构建学科身份，并提出可信的作者声音。了解这些修辞实践如何随着时间的推移而变化，对于追踪博士写作惯例的演变至关重要。这项基于纵向语料库的研究调查了240篇英国博士论文（1800万字的原始文本，1300万字的清理文本）立场的历时变化。该语料库涵盖1950年至2016年间的八个学科，涵盖软硬和纯应用光谱。利用Hyland （2005a; 2005b）的立场模型，分析了70年来模糊限制语、助推器、态度标记和自我提及的使用情况。调查结果显示，整体立场密度广泛的稳定性，表明在流派合格的保守主义。对冲仍然是最常用的手段，而自我提及则逐渐增多。这表明，在向更大的权威存在适度转变的同时，人们在辩论中一直保持谨慎。助推器的使用略有下降，伴随着更高的修辞精度和学科特异性，而态度标记在学科变化中表现出相对稳定。这些发现强调了博士写作的保守性质，但也强调了具有教学意义的微妙修辞转变。本文讨论了对EAP实践者的启示，包括开发学科敏感材料、基于语料库的教学活动和导师培训，以提高博士作者的立场意识和修辞灵活性。

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引用次数: 0

The emergence of academic writers: Multilingual doctoral students’ translanguaging and transpositioning in AI-mediated academic writing 学术作家的出现：多语种博士生在人工智能介导的学术写作中的跨语言和换位

IF 3.4 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-11-23 DOI: 10.1016/j.jeap.2025.101613

Amy Wanyu Ou , Kevin W.H. Tai , Xinyi Wang

This study explores how multilingual PhD students navigate AI-mediated academic writing and construct their academic identities, drawing on translanguaging and transpositioning as analytical frameworks. While generative AI tools are increasingly integrated into academic writing, current research often overlooks how interactions with these tools shape students' roles as emerging academic writers, particularly doctoral students who are in the process of developing their disciplinary voice. Using a cross-context case study, this study analyses data from ten PhD students from diverse disciplinary and national backgrounds. Data include student texts, ChatGPT interaction histories, and interviews, analysed using Interpretative Phenomenological Analysis. Findings show that students strategically mobilize their full linguistic repertoires alongside AI-generated text, engaging in bilingual mediation, multimodal composition, and critical adaptation of AI language. We argue that AI-mediated academic writing is not merely a technical or text production process but an interactive space where these students with insecure ESL stances engage in transpositioning, encouraging the emergence of critical academic writer identities. This process involves students’ power negotiation with AI through translanguaging practices to assert text ownership and disciplinary voice. This study contributes to AI and academic English education research by highlighting identity construction as central to writing with AI and offers pedagogical insights into how doctoral training can better support reflective, genre-aware, and multilingual academic writers in the AI era.

本研究探讨了多语言博士生如何驾驭人工智能介导的学术写作，并利用翻译和换位作为分析框架，构建他们的学术身份。虽然生成式人工智能工具越来越多地融入学术写作，但目前的研究往往忽视了与这些工具的互动如何塑造学生作为新兴学术作家的角色，尤其是那些正在发展自己学科声音的博士生。本研究采用跨语境案例研究，分析了来自不同学科和国家背景的10名博士生的数据。数据包括学生文本、ChatGPT互动历史和访谈，使用解释性现象学分析进行分析。研究结果表明，学生们策略性地调动他们的全部语言库，与人工智能生成的文本一起，参与双语调解、多模态写作和对人工智能语言的批判性适应。我们认为，人工智能介导的学术写作不仅仅是一个技术或文本生产过程，而是一个互动空间，在这个空间里，这些没有安全感的ESL学生从事换位，鼓励批判性学术作家身份的出现。这个过程包括学生通过跨语言实践与人工智能进行权力谈判，以维护文本所有权和纪律发言权。这项研究强调了身份建构是人工智能写作的核心，为人工智能和学术英语教育研究做出了贡献，并为博士培训如何在人工智能时代更好地支持反思、体裁意识和多语种学术作家提供了教学见解。

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引用次数: 0

English reading expectations in Swedish higher education 瑞典高等教育中的英语阅读期望

IF 3.4 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-11-19 DOI: 10.1016/j.jeap.2025.101599

Hans Malmström , Diane Pecorari

In higher education, students’ learning conditions are shaped in no small part by the reading they are expected to do. This study documents the scope of English reading assigned in Swedish-medium undergraduate education. Although instruction is conducted in Swedish, students are nevertheless frequently required to engage with English texts, a practice long established in non-Anglophone contexts but not previously mapped in detail. Drawing on an extensive sample of reading lists from 2,225 Swedish-medium undergraduate courses across major disciplines, the study shows that students are often expected to manage substantial volumes of English reading, frequently without clear alignment to course credits or realistic consideration of workload. There is also considerable variation in academic reading expectations, reflected for example in the weekly English reading load both across and within disciplines. The study is descriptive by design: establishing a baseline of English reading load is a necessary first step toward theorizing reading practices in higher education and preparing interventions. At the same time, the results highlight the need for reflection and adjustment: ensuring that English reading demands are transparent, purposeful, and balanced across the curriculum will make them more manageable for students and support a more effective use of English texts in Swedish higher education.

在高等教育中，学生的学习条件在很大程度上取决于他们被要求进行的阅读。本研究记录了瑞典语本科教育中指定的英语阅读范围。虽然教学是用瑞典语进行的，但学生经常需要接触英语文本，这种做法在非英语国家的环境中早就建立起来了，但以前没有详细描述过。该研究从2225门瑞典语本科课程的主要学科中抽取了大量的阅读清单样本，结果表明，学生通常需要处理大量的英语阅读，往往没有明确的课程学分或现实的工作量考虑。学术阅读期望也存在相当大的差异，例如，跨学科和学科内的每周英语阅读负荷就反映了这一点。本研究采用描述性设计：建立英语阅读负荷基线是将高等教育阅读实践理论化和准备干预措施的必要第一步。与此同时，研究结果强调了反思和调整的必要性：确保英语阅读要求在整个课程中是透明的、有目的的和平衡的，这将使学生更容易管理，并支持瑞典高等教育中更有效地使用英语文本。

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引用次数: 0

Changing EAP assessment practices in the age of generative artificial intelligence: The case of Scottish higher education institutions 在生成式人工智能时代改变EAP评估实践：以苏格兰高等教育机构为例

IF 3.4 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-11-14 DOI: 10.1016/j.jeap.2025.101609

Lewis Urquhart , Xuan Minh Ngo

The impact of generative artificial intelligence (GenAI) on higher education has been widely discussed since the public release of ChatGPT-3.5 in late 2022. However, there has been little empirical research on changes in English-for-Academic-Purposes (EAP) assessment practices in response to GenAI. This qualitative case study intends to fill this gap by examining how Scottish universities changed EAP assessments in response to GenAI, how effective those changes were perceived by EAP academics, and what recommendations EAP academics offered for future assessment practices. Data were collected from six semi-structured interviews conducted with EAP academics at five Scottish universities in mid-2024 and thematically analysed. The findings reveal that while substantial changes in assessment task design were limited, modifications to task requirements (e.g., GenAI declarations, context-specific prompts) and grading practices were more common. Moreover, our participants expressed scepticism about the effectiveness of some changes (e.g., AI use declarations) but positively perceived others (e.g., the use of context-specific questions, spontaneous speaking tasks, and named marking). As for their recommendations, the participating EAP academics generally advocated authentic and innovative tasks, such as portfolio-based assessment, reflections, multimodal projects, and GenAI output evaluation over reverting to traditional exams while simultaneously highlighting issues with workload and learning outcomes. The study implies a need for clearer institutional guidance, ongoing professional dialogue, and support for experimentation with GenAI-integrated assessment design in EAP contexts.

自2022年底ChatGPT-3.5公开发布以来，生成式人工智能（GenAI）对高等教育的影响一直被广泛讨论。然而，关于学术英语（EAP）评估实践应对GenAI变化的实证研究很少。本定性案例研究旨在通过考察苏格兰大学如何根据GenAI改变EAP评估，EAP学者认为这些变化的效果如何，以及EAP学者为未来的评估实践提供了哪些建议，来填补这一空白。数据收集自2024年中期与五所苏格兰大学的EAP学者进行的六次半结构化访谈，并进行了主题分析。调查结果显示，虽然评估任务设计的实质性变化有限，但对任务要求（例如，GenAI声明、具体情况提示）和评分做法的修改更为常见。此外，我们的参与者对一些变化的有效性表示怀疑（例如，人工智能使用声明），但积极地感知其他变化（例如，使用上下文特定问题，自发说话任务和命名标记）。至于他们的建议，与会的EAP学者普遍主张真实和创新的任务，如基于作品集的评估、反思、多模式项目和GenAI输出评估，而不是回归传统的考试，同时强调工作量和学习成果的问题。该研究表明，需要更明确的制度指导、持续的专业对话以及支持在EAP背景下进行genai集成评估设计的实验。

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引用次数: 0

The unveiling diachronic changes in interactive metadiscourse use in the academic writing of applied linguistics over 45 years 45年来应用语言学学术写作中互动元语篇使用的历时变化

IF 3.4 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-11-10 DOI: 10.1016/j.jeap.2025.101601

Yu Du, Junju Wang

While interactive metadiscourse in academic writing has garnered considerable attention from synchronic perspectives, its diachronic investigations are relatively underexplored. This study, therefore, examines the diachronic changes in interactive metadiscourse use in the academic writing of applied linguistics spanning 45 years (1980–2024) to investigate the overall trends, categorical patterns, and use of key expressions within each category. Results indicated a fluctuating overall increase with a recent notable upward trend. Transitions and frame markers exhibited a declining tendency, whereas evidentials, code glosses, and endophoric markers have been increasingly used over the years. Most key expressions followed the diachronic categorical patterns, but several displayed distinct and significant over-time changes. These diachronic changes reflect broader transformations in disciplinary paradigm shifts, evolving academic conventions, and the impact of digital technologies on scholarly communication practices.

虽然学术写作中的互动元话语从共时性角度引起了相当大的关注，但对其历时性的研究相对较少。因此，本研究考察了45年来（1980-2024）应用语言学学术写作中交互元语篇使用的历时变化，以调查每个类别中交互元语篇的总体趋势、分类模式和关键表达的使用。结果表明，总体增长有波动，但最近有明显的上升趋势。过渡和框架标记显示出下降趋势，而证据，代码光泽和内源性标记近年来越来越多地使用。大多数关键表达遵循历时范畴模式，但有几个表现出明显而显著的随时间变化。这些历时性的变化反映了学科范式转变、不断演变的学术惯例以及数字技术对学术交流实践的影响等更广泛的转变。

引用次数: 0

IF 3.4 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-11-10 DOI: 10.1016/j.jeap.2025.101597

Hongyan Liang, He Wang

引用次数: 0

Knowledge construction modes in humanities and social sciences: A cross-disciplinary analysis through linguistic complexity lens 人文社会科学知识建构模式：语言复杂性视角下的跨学科分析

IF 3.4 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-11-08 DOI: 10.1016/j.jeap.2025.101600

Jilong Hao, Qiu Jin, Yuan Gao

This study investigates linguistic complexity patterns in research articles (RAs) across humanities and social sciences (HSS) disciplines to understand their knowledge construction modes (KCMs). Analyzing 600 RAs from 10 HSS disciplines with automated tools for syntactic and lexical complexity measurements, we identified two major KCMs: KCM-N and KCM-P, each with distinct sub-modes. The former mode features longer sentences with extensive subordination and coordination, while maintaining relatively lower lexical sophistication. The latter exhibits higher lexical sophistication but simpler syntactic structures. Notable variations exist within each mode: Philosophy emphasizes logical subordination, History and Literature combine coordination and subordination for narrative development; disciplines like Psychology and Anthropology favor empirical description through coordination and specialized vocabulary. Linguistics uniquely displays complex noun phrases despite simpler overall syntax. These findings reveal how disciplinary knowledge construction preferences shape academic discourse through distinct linguistic patterns, offering implications for English for Academic Purposes instruction and cross-disciplinary communication.

本研究探讨人文社会科学（HSS）学科研究论文的语言复杂性模式，以了解其知识建构模式（KCMs）。我们使用自动化的语法和词汇复杂性测量工具分析了来自10个HSS学科的600个ra，确定了两个主要的kcm: KCM-N和KCM-P，每个kcm都有不同的子模式。前一种模式的特点是句子较长，具有广泛的从属关系和协调关系，但词汇的复杂程度相对较低。后者表现出更高的词汇复杂性，但更简单的句法结构。各模式之间存在显著差异：哲学强调逻辑从属，历史与文学将叙事的协调与从属结合起来；心理学和人类学等学科倾向于通过协调和专业词汇进行经验描述。语言学独特地展示了复杂的名词短语，尽管整体语法更简单。这些发现揭示了学科知识建构偏好如何通过不同的语言模式塑造学术话语，为学术英语教学和跨学科交流提供启示。

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引用次数: 0