Journal of English for Academic Purposes最新文献

英文中文

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。

{"title":"Changing EAP assessment practices in the age of generative artificial intelligence: The case of Scottish higher education institutions","authors":"Lewis Urquhart , Xuan Minh Ngo","doi":"10.1016/j.jeap.2025.101609","DOIUrl":"10.1016/j.jeap.2025.101609","url":null,"abstract":"<div><div>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.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"79 ","pages":"Article 101609"},"PeriodicalIF":3.4,"publicationDate":"2025-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145520894","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 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。

{"title":"Knowledge construction modes in humanities and social sciences: A cross-disciplinary analysis through linguistic complexity lens","authors":"Jilong Hao, Qiu Jin, Yuan Gao","doi":"10.1016/j.jeap.2025.101600","DOIUrl":"10.1016/j.jeap.2025.101600","url":null,"abstract":"<div><div>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.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"79 ","pages":"Article 101600"},"PeriodicalIF":3.4,"publicationDate":"2025-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145469164","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 3.4 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-11-07 DOI: 10.1016/j.jeap.2025.101598

Yonghua Wang (Yoka)

引用次数: 0

Editor's Note 编者按

IF 3.4 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-11-01 DOI: 10.1016/j.jeap.2025.101590

引用次数: 0

BALEAP-BUILA English language best practice project: Testing, qualifications and English for academic purposes BALEAP-BUILA英语语言最佳实践项目：测试、资格认证和学术英语

IF 3.4 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-11-01 DOI: 10.1016/j.jeap.2025.101595

引用次数: 0

Discourse acts, local grammars, and constructions in academic writing: The case of ‘exemplifying’ construction network 学术写作中的话语行为、局部语法和结构：“例证”结构网络的案例

IF 3.4 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-11-01 DOI: 10.1016/j.jeap.2025.101596

Hang Su , Jingyao Chen , Xiaofei Lu

This study proposes an approach that combines local grammar and construction grammar to accounting for the linguistic realisations of discourse acts, i.e., communicative or rhetorical functions, in academic contexts. It argues that local grammar patterns of discourse acts, representing form-meaning pairings, can be interpreted as constructions, which is illustrated through a case study of exemplification. Using a corpus of linguistics research articles, the study identifies five ‘exemplifying’ constructions via local grammar analyses, demonstrating that recurrent form-meaning pairings serve as foundational schematic patterns in academic discourse. Along with offering theoretical insights for research on English for academic writing, our findings highlight the need to move beyond discrete lexis and grammar toward a holistic, function-oriented perspective in EAP writing pedagogy. The proposed approach can also be productively extended to other discourse acts beyond exemplification, with potential to enhance both the descriptive adequacy of academic language and the pedagogical effectiveness of EAP writing instruction.

本研究提出了一种结合地方语法和结构语法的方法来解释学术语境中话语行为的语言实现，即交际或修辞功能。本文认为，话语行为的局部语法模式，即形式-意义配对，可以被解释为结构，并通过例证的案例研究来说明这一点。使用语言学研究文章的语料库，该研究通过局部语法分析确定了五种“例证”结构，证明了反复出现的形式-意义配对是学术话语中的基本图式模式。除了为学术写作的英语研究提供理论见解外，我们的研究结果还强调了在EAP写作教学中，需要从离散的词汇和语法转向整体的、以功能为导向的视角。所提出的方法也可以有效地扩展到例证以外的其他话语行为，有可能提高学术语言的描述性充分性和EAP写作指导的教学有效性。

{"title":"Discourse acts, local grammars, and constructions in academic writing: The case of ‘exemplifying’ construction network","authors":"Hang Su , Jingyao Chen , Xiaofei Lu","doi":"10.1016/j.jeap.2025.101596","DOIUrl":"10.1016/j.jeap.2025.101596","url":null,"abstract":"<div><div>This study proposes an approach that combines local grammar and construction grammar to accounting for the linguistic realisations of discourse acts, i.e., communicative or rhetorical functions, in academic contexts. It argues that local grammar patterns of discourse acts, representing form-meaning pairings, can be interpreted as constructions, which is illustrated through a case study of exemplification. Using a corpus of linguistics research articles, the study identifies five ‘exemplifying’ constructions via local grammar analyses, demonstrating that recurrent form-meaning pairings serve as foundational schematic patterns in academic discourse. Along with offering theoretical insights for research on English for academic writing, our findings highlight the need to move beyond discrete lexis and grammar toward a holistic, function-oriented perspective in EAP writing pedagogy. The proposed approach can also be productively extended to other discourse acts beyond exemplification, with potential to enhance both the descriptive adequacy of academic language and the pedagogical effectiveness of EAP writing instruction.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"78 ","pages":"Article 101596"},"PeriodicalIF":3.4,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145466645","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

Promotion of medical research: Stance in AI-generated and scholar-written highlights 促进医学研究：人工智能生成和学者撰写的亮点的立场

IF 3.4 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-11-01 DOI: 10.1016/j.jeap.2025.101593

Hang (Joanna) Zou, Yale Fan

The COVID-19 pandemic sparked an unprecedented surge in medical research, intensifying the need for rapid communication of critical findings. The use of journal highlights, a brief bullet pointed list summarizing the novel results of a study, is an important tool in this promotional endeavour. Advances in large language models such as ChatGPT, now facilitate the swift generation of such highlights, accelerating the dissemination of scientific insights. However, research comparing AI-generated and scholar-authored highlights, specifically regarding the expression of personal authority and assessment, remains limited. In this study we examine the stance features in 122 scholar-written Covid-19-related highlights and compare them with ChatGPT-generated counterparts from the same 9 journals. Findings reveal that scholar-authored highlights deploy more stance markers of hedges, boosters and self-mention, whereas GPT-generated highlights feature a higher frequency of attitude markers. These differences illuminate how stance functions as a rhetorical resource not only for conveying evaluation, but also for promoting the visibility and persuasive impact of medical work. This study thus provides insights into AI-generated academic discourse, the promotion of medical research and the value of genre-based approaches in analysing rhetorical practices.

2019冠状病毒病大流行引发了前所未有的医学研究热潮，加剧了快速传播关键发现的需求。使用期刊亮点，一个简短的项目符号列表，总结了一项研究的新结果，是这种推广努力的重要工具。ChatGPT等大型语言模型的进步，现在促进了这些亮点的快速生成，加速了科学见解的传播。然而，比较人工智能生成和学者撰写的亮点，特别是关于个人权威和评估的表达的研究仍然有限。在本研究中，我们研究了122篇学者撰写的与covid -19相关的重点文章中的立场特征，并将其与chatgpt生成的相同9种期刊的对应文章进行了比较。研究结果表明，学者撰写的摘要使用了更多的回避语、助推器和自我提及的立场标记，而gpt生成的摘要使用了更高频率的态度标记。这些差异阐明了立场如何作为一种修辞资源，不仅用于传达评估，还用于提高医疗工作的可见度和说服力。因此，这项研究为人工智能生成的学术话语、促进医学研究以及基于体裁的方法在分析修辞实践中的价值提供了见解。

{"title":"Promotion of medical research: Stance in AI-generated and scholar-written highlights","authors":"Hang (Joanna) Zou, Yale Fan","doi":"10.1016/j.jeap.2025.101593","DOIUrl":"10.1016/j.jeap.2025.101593","url":null,"abstract":"<div><div>The COVID-19 pandemic sparked an unprecedented surge in medical research, intensifying the need for rapid communication of critical findings. The use of journal highlights, a brief bullet pointed list summarizing the novel results of a study, is an important tool in this promotional endeavour. Advances in large language models such as ChatGPT, now facilitate the swift generation of such highlights, accelerating the dissemination of scientific insights. However, research comparing AI-generated and scholar-authored highlights, specifically regarding the expression of personal authority and assessment, remains limited. In this study we examine the stance features in 122 scholar-written Covid-19-related highlights and compare them with ChatGPT-generated counterparts from the same 9 journals. Findings reveal that scholar-authored highlights deploy more stance markers of hedges, boosters and self-mention, whereas GPT-generated highlights feature a higher frequency of attitude markers. These differences illuminate how stance functions as a rhetorical resource not only for conveying evaluation, but also for promoting the visibility and persuasive impact of medical work. This study thus provides insights into AI-generated academic discourse, the promotion of medical research and the value of genre-based approaches in analysing rhetorical practices.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"78 ","pages":"Article 101593"},"PeriodicalIF":3.4,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145466703","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

Disciplinary acculturation and attitude construction: How are attitudes modulated by engagement resources in master's theses, doctoral dissertations, and research articles? 学科文化适应与态度建构：硕士论文、博士论文和研究论文的参与资源如何调节态度？

IF 3.4 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-11-01 DOI: 10.1016/j.jeap.2025.101594

Ge Zhang, Liping Chen

This study attempts to extend evaluative prosody research beyond mere attitudinal accumulation or engagement co-selection. How engagement resources serve as modulators of attitudinal stances to form evaluative prosody in introduction sections of master's theses, doctoral dissertations, and journal articles in applied linguistics is examined to trace developmental patterns in evaluation construction across disciplinary acculturation stages. Analysis of attitude features (frequency, type, polarity and explicitness) in three corpora shows that a U-shaped trajectory characterizes the frequency of attitudes, with experts and novices exceeding doctoral candidates in evaluative density, reflecting evolving identity negotiations. Experts employed more Judgments than master's and doctoral students to acclaim prior scholars' contributions. While attitude polarity remains stable across different proficiency levels, writers increasingly prefer evoked attitudes as their academic proficiency progresses. The examination of engagement resources in attitude clauses demonstrates that more experienced writers employ more engagement resources in positive evaluations while adopting more assertive stances in critiques, in contrast to novices' over-assertiveness in research value claims and cautious but unfounded critiques. Preference for different types of engagement resources also diverges across proficiency levels. The results of this study can provide pedagogical implications for teaching evaluation, facilitating more smoothed acculturation into the academic community for learners.

本研究试图将评价韵律的研究扩展到单纯的态度积累或参与共选择之外。本文考察了在应用语言学硕士论文、博士论文和期刊文章的导论部分中，参与资源如何作为态度立场的调节剂形成评价韵律，以追踪跨学科文化适应阶段评价构建的发展模式。对三个语料库态度特征（频率、类型、极性和明确性）的分析表明，态度频率呈u型轨迹，专家和新手的评价密度超过博士生，反映了身份谈判的演变。与硕士生和博士生相比，专家们更多地使用判断来赞扬前人的贡献。虽然态度极性在不同水平上保持稳定，但随着学术水平的提高，作者越来越倾向于诱发态度。对态度从句中投入资源的研究表明，经验丰富的作者在积极评价中使用更多的投入资源，在批评中采取更自信的立场，而新手在研究价值主张和谨慎但没有根据的批评中则过于自信。对不同类型的参与资源的偏好也因熟练程度的不同而不同。本研究结果可为教学评估提供教学意义，协助学习者更顺利地融入学术社群。

{"title":"Disciplinary acculturation and attitude construction: How are attitudes modulated by engagement resources in master's theses, doctoral dissertations, and research articles?","authors":"Ge Zhang, Liping Chen","doi":"10.1016/j.jeap.2025.101594","DOIUrl":"10.1016/j.jeap.2025.101594","url":null,"abstract":"<div><div>This study attempts to extend evaluative prosody research beyond mere attitudinal accumulation or engagement co-selection. How engagement resources serve as modulators of attitudinal stances to form evaluative prosody in introduction sections of master's theses, doctoral dissertations, and journal articles in applied linguistics is examined to trace developmental patterns in evaluation construction across disciplinary acculturation stages. Analysis of attitude features (frequency, type, polarity and explicitness) in three corpora shows that a U-shaped trajectory characterizes the frequency of attitudes, with experts and novices exceeding doctoral candidates in evaluative density, reflecting evolving identity negotiations. Experts employed more Judgments than master's and doctoral students to acclaim prior scholars' contributions. While attitude polarity remains stable across different proficiency levels, writers increasingly prefer evoked attitudes as their academic proficiency progresses. The examination of engagement resources in attitude clauses demonstrates that more experienced writers employ more engagement resources in positive evaluations while adopting more assertive stances in critiques, in contrast to novices' over-assertiveness in research value claims and cautious but unfounded critiques. Preference for different types of engagement resources also diverges across proficiency levels. The results of this study can provide pedagogical implications for teaching evaluation, facilitating more smoothed acculturation into the academic community for learners.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"78 ","pages":"Article 101594"},"PeriodicalIF":3.4,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145417628","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

首页上一页

下一页尾页

类型

全部化学•材料生命科学医学物理工程技术环境•农林材料科学地球科学法学管理学化学环境科学与生态学计算机科学教育学经济学农林科学人文科学生物学数学物理与天体物理心理学综合性期刊其他工业工程理学历史学农学文学信息工程

数据库

全部 ACS Publications Elsevier ieeexplore Springer The Royal Society of Chemistry Wiley

期刊

Journal of English for Academic Purposes

全部 Acc. Chem. Res. ACS Applied Bio Materials ACS Appl. Electron. Mater. ACS Appl. Energy Mater. ACS Appl. Mater. Interfaces ACS Appl. Nano Mater. ACS Appl. Polym. Mater. ACS BIOMATER-SCI ENG ACS Catal. ACS Cent. Sci. ACS Chem. Biol. ACS Chemical Health & Safety ACS Chem. Neurosci. ACS Comb. Sci. ACS Earth Space Chem. ACS Energy Lett. ACS Infect. Dis. ACS Macro Lett. ACS Mater. Lett. ACS Med. Chem. Lett. ACS Nano ACS Omega ACS Photonics ACS Sens. ACS Sustainable Chem. Eng. ACS Synth. Biol. Anal. Chem. BIOCHEMISTRY-US Bioconjugate Chem. BIOMACROMOLECULES Chem. Res. Toxicol. Chem. Rev. Chem. Mater. CRYST GROWTH DES ENERG FUEL Environ. Sci. Technol. Environ. Sci. Technol. Lett. Eur. J. Inorg. Chem. IND ENG CHEM RES Inorg. Chem. J. Agric. Food. Chem. J. Chem. Eng. Data J. Chem. Educ. J. Chem. Inf. Model. J. Chem. Theory Comput. J. Med. Chem. J. Nat. Prod. J PROTEOME RES J. Am. Chem. Soc. LANGMUIR MACROMOLECULES Mol. Pharmaceutics Nano Lett. Org. Lett. ORG PROCESS RES DEV ORGANOMETALLICS J. Org. Chem. J. Phys. Chem. J. Phys. Chem. A J. Phys. Chem. B J. Phys. Chem. C J. Phys. Chem. Lett. Analyst Anal. Methods Biomater. Sci. Catal. Sci. Technol. Chem. Commun. Chem. Soc. Rev. CHEM EDUC RES PRACT CRYSTENGCOMM Dalton Trans. Energy Environ. Sci. ENVIRON SCI-NANO ENVIRON SCI-PROC IMP ENVIRON SCI-WAT RES Faraday Discuss. Food Funct. Green Chem. Inorg. Chem. Front. Integr. Biol. J. Anal. At. Spectrom. J. Mater. Chem. A J. Mater. Chem. B J. Mater. Chem. C Lab Chip Mater. Chem. Front. Mater. Horiz. MEDCHEMCOMM Metallomics Mol. Biosyst. Mol. Syst. Des. Eng. Nanoscale Nanoscale Horiz. Nat. Prod. Rep. New J. Chem. Org. Biomol. Chem. Org. Chem. Front. PHOTOCH PHOTOBIO SCI PCCP Polym. Chem.

﹀