Journal of English for Academic Purposes最新文献_第4页

Personal learning environment-supported group academic writing: Chinese postgraduates' experiences and evaluation 个人学习环境支持的团体学术写作：中国研究生的经验与评价

IF 3.4 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-10-09 DOI: 10.1016/j.jeap.2025.101569

Xiaoshu Xu , Huanhuan Zhang , Vivian Ngan-Lin Lei , Lihua Qi , Yixin Pan

This study addresses the gap between postgraduate students' academic writing proficiency and higher education expectations by evaluating the effectiveness of a Personal Learning Environment-supported Group Academic Writing (PLE-GAW) platform combined with face-to-face teaching. Guided by the Technology Acceptance Model and collaborative learning theory, the study adopts a mixed-methods design, integrating experimental procedures, questionnaires, and semi-structured interviews. A total of 99 first-year postgraduate students engaged with the PLE-GAW platform, while 98 students in the control group followed traditional instruction. Thematic analysis and quantitative methods, including independent samples t-tests and the Mann-Whitney U test, revealed significant challenges in literature review, research methods, data analysis, and topic selection. These challenges were mitigated by tailored guidance, knowledge resources, tools, and self-assessment features provided by the PLE-GAW platform. The experimental group demonstrated significantly higher thesis scores compared to the control group, with participants reporting high satisfaction and reduced writing stress. This study highlights the platform's effectiveness in addressing core academic writing challenges and fostering skills, confidence, and collaboration, offering valuable implications for enhancing postgraduate academic writing education.

本研究通过评估个人学习环境支持的小组学术写作（PLE-GAW）平台与面对面教学相结合的有效性，解决了研究生学术写作能力与高等教育期望之间的差距。本研究以技术接受模型和协作学习理论为指导，采用混合方法设计，将实验程序、问卷调查和半结构化访谈相结合。共有99名一年级研究生使用了PLE-GAW平台，而对照组的98名学生采用了传统的教学方法。专题分析和定量方法，包括独立样本t检验和Mann-Whitney U检验，在文献综述、研究方法、数据分析和主题选择方面面临重大挑战。PLE-GAW平台提供了量身定制的指导、知识资源、工具和自我评估功能，减轻了这些挑战。与对照组相比，实验组的论文得分明显更高，参与者报告满意度高，写作压力减轻。本研究强调了该平台在解决核心学术写作挑战、培养技能、信心和协作方面的有效性，为加强研究生学术写作教育提供了有价值的启示。

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引用次数: 0

Supporting genre-based writing instruction in EAP with a blended collaborative learning environment: A case study of a graduate-level EFL academic writing course 在混合式协作学习环境下支持EAP中基于体裁的写作教学：以研究生水平的英语学术写作课程为例

IF 3.4 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-10-08 DOI: 10.1016/j.jeap.2025.101589

Dan Lu

This study presents the design and investigates the impact of a genre-based instructional approach, implemented in a blended collaborative learning environment, on English as a Foreign Language (EFL) graduate students' academic writing—particularly their ability to write research article introductions. The 18-week course, grounded in process-genre pedagogy, combined explicit instruction, peer interaction, and both online and offline activities. Data sources included students' initial and revised drafts, a post-course questionnaire, and semi-structured interviews. Findings revealed improvements in students' use of rhetorical moves and specific linguistic features such as tense and discourse-related reporting verbs. Survey and interview responses further demonstrated students’ strong engagement and favorable perceptions of the instructional model. However, limited progress was observed in the application of more advanced features, including modal verbs. The study highlights the value of explicit genre instruction, focused language support, and strategies to build learner confidence. Pedagogical implications and directions for future research are also discussed.

本研究介绍了基于体裁的教学方法的设计，并调查了在混合协作学习环境中实施的基于体裁的教学方法对英语作为外语（EFL）研究生学术写作的影响，特别是他们撰写研究文章介绍的能力。这个为期18周的课程以过程式教学法为基础，结合了明确的指导、同伴互动以及线上和线下活动。数据来源包括学生的初稿和修订稿、课后问卷和半结构化访谈。研究结果显示，学生在修辞动作和特定语言特征（如时态和与话语相关的转述动词）的使用上有所改善。调查和访谈结果进一步证明了学生对教学模式的强烈参与和良好的看法。然而，在包括情态动词在内的更高级特征的应用方面，进展有限。该研究强调了明确的体裁指导、集中的语言支持和建立学习者信心的策略的价值。讨论了教学意义和未来研究方向。

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引用次数: 0

Structured peer feedback for authorial voice development: A proof-of-concept study with Chinese doctoral writers in the UK 作者声音发展的结构化同行反馈：对在英国的中国博士作者的概念验证研究

IF 3.4 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-10-07 DOI: 10.1016/j.jeap.2025.101583

Jim McKinley , Dandan Zhu , Nathan Thomas

This small-scale qualitative study explores how structured peer feedback can support the development of academic writing and authorial voice among Chinese doctoral students writing in English. Situated in a UK university, the study involved three Chinese PhD candidates who participated in guided peer feedback sessions using an adapted appraisal framework. The framework focused on aspects of writer identity. Through text-based analysis and reflective interviews, the study found that structured peer feedback helped participants refine their authorial positioning, enhance clarity and intentionality in their writing, and increase critical awareness of academic discourse norms. The findings highlight the potential of peer feedback as a complementary practice alongside supervisory feedback, providing a lower-stakes environment for doctoral writers to negotiate linguistic and rhetorical challenges. While exploratory in scope, this proof-of-concept study contributes to understandings of peer learning in doctoral education for L2 writers. It suggests that structured peer feedback initiatives can promote writer autonomy and identity development. Implications for English for Academic Purposes (EAP) support services and doctoral training programmes are discussed.

这项小规模的定性研究探讨了结构化的同伴反馈如何支持中国博士生用英语写作的学术写作和作者声音的发展。在一所英国大学进行的这项研究中，有三名中国博士候选人参加了一项使用经过调整的评估框架的引导式同行反馈会议。该框架侧重于作家身份的各个方面。通过基于文本的分析和反思性访谈，研究发现，结构化的同伴反馈有助于参与者完善其作者定位，增强其写作的清晰度和意向性，并提高对学术话语规范的批判意识。研究结果强调了同行反馈作为监督反馈的补充实践的潜力，为博士作者提供了一个低风险的环境来应对语言和修辞方面的挑战。虽然是探索性的，但这一概念验证研究有助于理解第二语言作家博士教育中的同伴学习。这表明，结构化的同伴反馈举措可以促进作家的自主性和身份发展。讨论了对学术英语（EAP）支持服务和博士培训计划的影响。

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引用次数: 0

IF 3.4 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-10-06 DOI: 10.1016/j.jeap.2025.101587

Haiying Zhan, Xiaofei Lu

引用次数: 0

IF 3.4 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-10-04 DOI: 10.1016/j.jeap.2025.101585

Natasha Artemeva

引用次数: 0

Investigating verbal-visual mode interaction in medical audio-slide presentations 研究医学视听幻灯片演示中语言-视觉模式的相互作用

IF 3.4 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-10-01 DOI: 10.1016/j.jeap.2025.101584

Yu-Shan Fan , Muhammad Ibaad Khattak

This study examines 26 student-produced audio-slide presentations from an academic writing course at a medical university in Taiwan. The analysis focuses on the interaction between verbal and visual modes in this format, which features pre-recorded oral narration synchronized with static slides. Using Systemic Functional-Multimodal Discourse Analysis, three distinct presentation patterns—slide-based, poster-style, and text-based—were identified, each reflecting different configurations of academic discourse features and digital affordances. Slide- and text-based formats tended to rely on dense scriptural visuals and verbal-visual repetition, while poster-style presentations demonstrated more deliberate visual composition and rhetorical structuring. Although students exhibited emerging multimodal awareness, many struggled with elaborative intersemiotic relations, such as meronymy, hyponymy, and collocation. These findings suggest that students are in a transitional stage of developing genre-specific multimodal literacy. The study concludes with pedagogical implications for supporting the development of coherent and rhetorically effective multimodal academic communication.

本研究以台湾某医科大学学术写作课程26篇学生制作的视听幻灯片为研究对象。分析的重点是在这种格式中语言和视觉模式之间的互动，它的特点是预先录制的口头叙述与静态幻灯片同步。使用系统功能-多模态话语分析，确定了三种不同的呈现模式——基于幻灯片的、海报式的和基于文本的，每种模式都反映了学术话语特征和数字支持的不同配置。幻灯片和基于文本的格式往往依赖于密集的圣经视觉效果和语言视觉重复，而海报风格的演示则展示了更深思熟虑的视觉构图和修辞结构。虽然学生们表现出了新兴的多模态意识，但许多人在复杂的间义关系上挣扎，比如双名、下名和搭配。这些发现表明，学生正处于发展特定体裁的多模态读写能力的过渡阶段。本研究总结了支持连贯和修辞有效的多模态学术交流发展的教学意义。

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引用次数: 0

Empowering academic communication in EMI higher education: Understanding the role of social-emotional need satisfaction in motivation and willingness to communicate 在EMI高等教育中加强学术交流：了解社会情感需求满足在交流动机和意愿中的作用

IF 3.4 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-09-25 DOI: 10.1016/j.jeap.2025.101582

Sihan Zhou

Academic communication through a second/foreign language (L2) can generate much stress for students that may hamper their willingness to communicate (WTC) and motivation for learning. Guided by Collie's (2022) framework of social-emotional need satisfaction, this mixed-methods study investigates how satisfying students' basic needs for autonomy, competence, and relatedness affected their motivation and WTC at an English-medium instruction (EMI) university in China. Students' motivation was conceptualized through the notion of ideal self to include an ideal L2 self and an ideal disciplinary self to represent their desired future self-images as a competent English user and a successful subject expert, respectively. Quantitative results from structural equation modeling of questionnaire responses (N = 746) revealed that satisfying students' needs of autonomy and competence significantly predicted ideal L2 self and WTC, whereas the need of relatedness only predicted ideal disciplinary self. Qualitative analysis of interview data (N = 13) further illustrated distinct influential pathways of satisfying different needs on students' motivation and WTC, situated in specific academic communicative activities. Pedagogical implications are offered to the design of macro-level program, meso-level curriculum, and micro-level classroom teaching to support students' social-emotional needs, foster motivation, and improve WTC for academic communication in EMI higher education.

通过第二语言/外语（L2）进行学术交流会给学生带来很大的压力，这可能会阻碍他们交流的意愿和学习的动机。在Collie（2022）社会情感需求满足框架的指导下，本研究采用混合方法调查了中国一所英语教学（EMI）大学学生对自主性、能力和相关性的基本需求的满足如何影响他们的动机和WTC。学生的动机是通过理想自我的概念概念化的，包括理想的第二语言自我和理想的学科自我，分别代表他们期望的未来自我形象，作为一个称职的英语使用者和一个成功的学科专家。问卷调查结果（N = 746）的结构方程模型的定量结果显示，学生自主性和能力需求的满足显著预测理想二语自我和WTC，而相关性需求仅预测理想学科自我。访谈数据（N = 13）的定性分析进一步说明了在具体的学术交际活动中，满足不同需求对学生动机和WTC的不同影响途径。在此基础上，提出了从宏观层面的课程设计、中观层面的课程设计和微观层面的课堂教学，以支持学生的社会情感需求，培养动机，提高EMI高等教育学术交流的WTC。

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引用次数: 0

Generative AI in dissertation writing: L2 doctoral students’ self-reported use, AI-giarism, and perceived training needs 论文写作中的生成人工智能：L2博士生的自我报告使用、人工智能主义和感知的培训需求

IF 3.4 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-09-15 DOI: 10.1016/j.jeap.2025.101570

MohammadHamed Hoomanfard, Yaser Shamsi

Generative Artificial Intelligence (GenAI) has been extensively employed by L2 doctoral students to assist with their dissertation writing. However, little is known about how these students engage with GenAI tools to complete their significant writing tasks in higher education. To address this gap, we conducted a qualitative study exploring L2 doctoral students' self-reported use of GenAI tools for dissertation writing purposes, concerns about AI-induced plagiarism (AI-giarism), and perceived training needs. We interviewed 54 doctoral students from different departments at a public university in the American Central South and applied thematic analysis to explore students’ perspectives. The findings showed that L2 doctoral students use GenAI tools for 18 distinct purposes, which can be categorized into exploration, confirmation, and execution. Two major themes emerged regarding AI-giarism: (1) students' uncertainty about the boundary between legitimate GenAI use and plagiarism, and (2) their dilemma over whether to acknowledge using GenAI in their dissertations. Regarding perceived training needs, students expressed a desire to learn about various GenAI tools suited for specific tasks, effective prompting, addressing plagiarism concerns, and managing data privacy issues.

生成人工智能（GenAI）已经被L2博士生广泛使用，以协助他们的论文写作。然而，对于这些学生如何使用GenAI工具来完成高等教育中重要的写作任务，我们知之甚少。为了解决这一差距，我们进行了一项定性研究，探讨了二级博士生在论文写作中自我报告使用GenAI工具的情况，对人工智能诱导的剽窃（AI-giarism）的担忧，以及感知到的培训需求。我们采访了来自美国中南部一所公立大学不同院系的54名博士生，并运用主题分析来探讨学生的观点。研究结果表明，L2博士生使用GenAI工具有18个不同的目的，可分为探索、确认和执行。关于人工智能剽窃，出现了两个主要主题：(1)学生对合法使用GenAI和剽窃之间界限的不确定性；(2)他们在是否承认在论文中使用GenAI的困境。关于感知到的培训需求，学生们表达了学习各种适合特定任务的GenAI工具的愿望，有效的提示，解决抄袭问题，以及管理数据隐私问题。

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引用次数: 0

Are all assignments created equal in EMI? A typology for equity and student engagement 在EMI中所有的作业都是平等的吗？公平和学生参与的类型

IF 3.4 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-09-15 DOI: 10.1016/j.jeap.2025.101581

Murod Ismailov

As English Medium Instruction (EMI) continues to expand across non-Anglophone universities, the role of assignment design in shaping equitable content learning outcomes remains underexplored. This study asks: Are all assignments equally effective in EMI? To address this question, it introduces and empirically evaluates a Universal Assignment Design (UAD) typology consisting of six task types (foundational, interpretive, analytical, collaborative, applied, and integrative) designed to support comprehension, engagement, equity and academic language development in multilingual content classrooms. Drawing on a three-year, multi-institutional dataset from Japan, including e-portfolios, post-course reflections, and interviews across CEFR A2–C2 levels, the study examines how assignment types influence student participation and perceived learning. Results show that while foundational and collaborative tasks improve linguistic accessibility and confidence, analytical and integrative assignments foster higher order thinking only when carefully scaffolded. Reflective and applied tasks were especially valued for reducing anxiety and supporting self-expression among lower-proficiency learners. Grounded in Universal Design for Learning (UDL), sociocultural theory, and genre-based pedagogy, this typology offers a scalable, evidence-informed framework for EMI practitioners. The study contributes to English for Academic Purposes (EAP) scholarship by bridging the design–performance gap in EMI and identifying assignment strategies that promote inclusive, discipline-sensitive learning across proficiency levels.

随着英语媒介教学（EMI）在非英语国家大学的不断扩展，作业设计在塑造公平的内容学习成果方面的作用仍未得到充分探讨。本研究的问题是：在EMI中，所有的作业都同样有效吗？为了解决这个问题，本文引入并实证评估了一种通用作业设计（UAD）类型，该类型由六种任务类型（基础、解释、分析、协作、应用和综合）组成，旨在支持多语言内容课堂中的理解、参与、公平和学术语言发展。该研究利用来自日本的三年多机构数据集，包括电子档案、课后反思和CEFR A2-C2级别的访谈，研究了作业类型如何影响学生的参与和感知学习。结果表明，虽然基础任务和协作任务可以提高语言可及性和自信心，但分析和综合任务只有在精心搭建的情况下才能培养更高层次的思维。在低水平学习者中，反思和应用任务在减少焦虑和支持自我表达方面特别有价值。这种类型学以学习通用设计（UDL）、社会文化理论和基于类型的教学法为基础，为EMI从业者提供了一个可扩展的、循证的框架。该研究通过缩小EMI的设计-性能差距，并确定促进跨熟练程度的包容性、学科敏感性学习的作业策略，为学术英语（EAP）奖学金做出了贡献。

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引用次数: 0

Human-AI collaborative reading in academic contexts: An exploratory case study 学术语境下的人类-人工智能协同阅读：一个探索性案例研究

IF 3.4 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-09-12 DOI: 10.1016/j.jeap.2025.101571

Dayoung Joo, Diane Belcher

The increasing prevalence of generative artificial intelligence (GenAI) in education presents new opportunities and challenges for second language (L2) learners' academic literacy development. While tools like ChatGPT can act as virtual experts, offering immediate feedback and engaging learners in reflective dialogues, little is known about how L2 readers interact with them in their academic practices and how their reading processes evolve. Taking a sociocognitive view, grounded in sociocultural theory and interpreted through the heuristic lens of the Direct and Inferential Mediation (DIME) model of reading comprehension, this exploratory case study examined how one international graduate student engages with GenAI to enhance academic reading. Data were collected over six weeks through screen-recordings of reading sessions, chat logs, stimulated recall interviews, and semi-structured interviews. Findings revealed that ChatGPT functioned as a translator, knowledge facilitator, and strategic partner, reducing reading anxiety while supporting comprehension across key components of the DIME model, such as vocabulary knowledge, background knowledge, inference-making, and reading strategies. Notably, the learner demonstrated a shift in reading approach, moving from an initial dependence on translation toward more strategic engagement with academic texts, including the use of summarization and inference. However, perceived AI limitations, such as questionable reliability and excessively detailed responses, occasionally caused fatigue for the learner. By providing an in-depth exploration of human-AI interaction in academic reading, the study contributes to the growing body of literature on GenAI's role in L2 education, laying the groundwork for future studies on its long-term impact on L2 reading.

生成式人工智能（GenAI）在教育领域的日益普及为第二语言学习者的学术素养发展带来了新的机遇和挑战。虽然像ChatGPT这样的工具可以充当虚拟专家，提供即时反馈并让学习者参与反思对话，但人们对二语读者在学术实践中如何与它们互动以及他们的阅读过程如何演变知之甚少。本探索性案例研究以社会认知观点为基础，以社会文化理论为基础，通过阅读理解的直接和推理调解（DIME）模型的启发式视角进行解释，研究了一名国际研究生如何使用GenAI来提高学术阅读。在六周的时间里，研究人员通过屏幕录音收集了阅读会话、聊天记录、刺激回忆访谈和半结构化访谈的数据。研究结果显示，ChatGPT作为翻译、知识促进者和战略合作伙伴，减少了阅读焦虑，同时支持理解DIME模型的关键组成部分，如词汇知识、背景知识、推理制定和阅读策略。值得注意的是，学习者在阅读方法上发生了转变，从最初的依赖翻译转向更多地与学术文本进行战略性接触，包括使用摘要和推理。然而，人工智能的局限性，如可靠性问题和过于详细的反应，偶尔会让学习者感到疲劳。通过对学术阅读中人类与人工智能互动的深入探索，本研究为越来越多关于GenAI在第二语言教育中的作用的文献做出了贡献，为进一步研究其对第二语言阅读的长期影响奠定了基础。

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引用次数: 0