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

A FrameNet-based comparative analysis of interest markers in PhD theses by native and non-native English-speaking doctoral writers 基于框架的英语母语与非英语母语博士论文兴趣标记比较分析

IF 3.4 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-10-19 DOI: 10.1016/j.jeap.2025.101592

Jiarui Jia, Jingyuan Zhang

Linguistic expressions of interest (e.g., interesting, intriguing, fascinating) are commonly used in academic writing to indicate authors epistemic stance and engage readers in knowledge construction. Despite their rhetorical importance, their use varies significantly across linguistic and cultural contexts. This study adopts a cognitive semantic framework, the Interest frame, to examine how first language (L1) backgrounds influence the semantic realization of interest in applied linguistics PhD theses. Based on a self-compiled corpus of 70 PhD theses by native English and Chinese speakers, the study analyzes how L1 background affects the incidence of key frame elements within the Interest frame. While overall frequencies of interest markers did not differ significantly between groups, notable L1-related variations emerged in Trigger and Experiencer elements. Native English writers more frequently employed Appraisal triggers and significantly favored Implied (Author/Reader) experiencers, whereas Chinese writers preferred attributing interest to the academic community. Although the Author category showed no significant difference, native English writers exhibited a greater authorial visibility both implicitly and explicitly. These differences reflect culturally rooted rhetorical preferences, divergent epistemological stances, and genre-specific demands of doctoral writing. The findings underscore the culturally hybrid nature of academic discourse and offer pedagogical implications for genre-based academic writing instruction.

兴趣的语言表达（例如，有趣的，耐人寻味的，迷人的）通常用于学术写作中，以表明作者的认识立场，并吸引读者参与知识构建。尽管它们在修辞上很重要，但在不同的语言和文化背景下，它们的用法却有很大的不同。本研究采用认知语义框架——兴趣框架，考察母语背景对应用语言学博士论文兴趣语义实现的影响。基于自编的70篇以英语和汉语为母语的博士论文语料库，本研究分析了母语背景如何影响兴趣框架中关键框架元素的发生率。虽然兴趣标记的总体频率在组间没有显著差异，但在触发因子和体验因子中出现了显著的l1相关变化。以英语为母语的作家更多地使用评价触发器，并明显倾向于隐含（作者/读者）体验，而中国作家更倾向于将兴趣归因于学术团体。虽然作者类别没有显著差异，但母语为英语的作家在隐性和显性方面都表现出更大的作者可见性。这些差异反映了文化根源的修辞偏好、不同的认识论立场和博士写作的特定体裁要求。研究结果强调了学术话语的文化混合性质，并为基于体裁的学术写作指导提供了教学意义。

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引用次数: 0

Negotiating understanding, control, and authorship: L2 learners’ experiences with AI-assisted paraphrasing in academic writing 协商理解、控制和作者身份：第二语言学习者在学术写作中使用人工智能辅助释义的经验

IF 3.4 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-10-17 DOI: 10.1016/j.jeap.2025.101591

Jian Xu , Yao Zheng

In higher education, while AI tools are increasingly used to support language learning, there is limited understanding of how students utilize these tools for paraphrasing, an essential aspect of academic writing. This study investigates how L2 learners interact with AI tools while completing academic paraphrasing tasks. Twelve English-as-a-foreign-language (EFL) students from a Chinese university were purposefully selected and interviewed. The data were analyzed qualitatively to identify emerging codes, categories, and themes. The findings revealed varying degrees of AI use, ranging from simple reliance on AI for translation or synonym substitution to more strategic and critical engagement. Some participants relied on AI for basic tasks due to limited English proficiency, while others demonstrated authorial agency by refining AI outputs, providing prompts for improvement, and evaluating textual coherence and tone. In contrast, a few participants fully trusted AI-generated paraphrasing without modification. The study suggests that linguistic proficiency may influence students’ interactions with AI, determining whether AI serves as a scaffold, a collaborator, or a surrogate author. Based on these findings, the study offers pedagogical implications for enhancing students’ AI literacy and suggests that course instructors may consider students’ varying English proficiency levels when teaching academic paraphrasing.

在高等教育中，虽然人工智能工具越来越多地用于支持语言学习，但人们对学生如何利用这些工具进行释义（学术写作的一个重要方面）的理解有限。本研究调查了二语学习者在完成学术解释任务时如何与人工智能工具互动。本研究有目的地选取了12名来自中国某高校的以英语为外语的学生进行访谈。对数据进行定性分析，以确定新出现的代码、类别和主题。调查结果显示，人工智能的使用程度各不相同，从简单地依赖人工智能进行翻译或同义词替换，到更具战略性和批判性的参与。由于英语水平有限，一些参与者依赖人工智能完成基本任务，而另一些参与者则通过精炼人工智能输出、提供改进提示、评估文本一致性和语气来展示权威机构。相比之下，少数参与者完全信任人工智能生成的未经修改的释义。该研究表明，语言能力可能会影响学生与人工智能的互动，决定人工智能是充当脚手架、合作者还是代理作者。基于这些发现，该研究为提高学生的人工智能素养提供了教学意义，并建议课程教师在教授学术释义时应考虑学生不同的英语水平。

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引用次数: 0

Smart tools, smarter minds? Learner-AI interaction and AI assistance on critical thinking in EAP contexts 聪明的工具，更聪明的头脑？学习者与人工智能的互动以及人工智能对EAP环境下批判性思维的帮助

IF 3.4 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-10-16 DOI: 10.1016/j.jeap.2025.101586

Yuanyan Hu , Xiao Lan Curdt-Christiansen , Jufang Wang

Although AI is reshaping education, its role in fostering critical thinking (CT) in EAP instruction—especially related to learner behaviors and CT development—remains underexplored. This study involved 102 Chinese undergraduates completing three AI-assisted writing tasks designed within Wen et al.’s hierarchical CT framework. This mixed-methods study combined questionnaires, learner reflection, task observations, and interviews to investigate learners’ perceptions, interaction patterns, and CT development, with quantitative data analyzed statistically, and qualitative data thematically coded and triangulated.

Findings indicate that EAP learners perceived AI assistance as both pedagogically valuable and practically useful. Eight CT-oriented affordances of AI emerged from the data—providing references, supporting divergent thinking, synthesizing information, identifying logical gaps, enhancing clarity, stimulating metacognitive reflection, verifying data, and fostering intercultural awareness—which shaped how learners navigated tasks and positioned AI in learning. Post-task results revealed perceived improvement in CT-cognitive skills (e.g., Analyzing, Reasoning, Evaluating) and greater sensitivity to CT-intellectual standards (e.g., Logicality, Relevance). However, limited gains were observed in higher-order dimensions like Definiteness, Profundity, and Flexibility, probably due to linguistic constraints, low cognitive investment, or efficiency-driven usage patterns. Meta-CT was also minimal, with only limited traces in later tasks, highlighting the need for scaffolding to motivate reflective regulation.

The study underscores the complementary role of peer collaboration in advancing CT, particularly in open-ended, cognitively demanding tasks where AI functioned as a catalyst for inquiry rather than as a content provider. Accordingly, it proposed an “AI-triggered, peer-constructed” model to support sustainable CT development in EAP classrooms, offering guidance for AI integration in Chinese higher education.

尽管人工智能正在重塑教育，但它在EAP教学中培养批判性思维（CT）的作用——尤其是与学习者行为和CT发展相关的作用——仍未得到充分探索。本研究涉及102名中国大学生，他们在Wen等人的分层CT框架内完成了三个人工智能辅助写作任务。这项混合方法的研究结合问卷调查、学习者反思、任务观察和访谈来调查学习者的感知、互动模式和CT发展，定量数据进行统计分析，定性数据进行主题编码和三角化。研究结果表明，EAP学习者认为人工智能辅助在教学上有价值，在实践中也很有用。人工智能的八个面向c的启示从数据中浮现——提供参考、支持发散思维、综合信息、识别逻辑缺口、增强清晰度、刺激元认知反思、验证数据和培养跨文化意识——这些启示塑造了学习者如何导航任务和在学习中定位人工智能。任务后的结果显示，他们在ct认知技能（如分析、推理、评估）和对ct智力标准（如逻辑性、相关性）的敏感度上有了明显的提高。然而，在高阶维度（如确定性、深度和灵活性）上观察到的收益有限，可能是由于语言限制、低认知投资或效率驱动的使用模式。Meta-CT也是最小的，在后期的任务中只有有限的痕迹，突出了脚手架来激发反射调节的必要性。该研究强调了同行协作在推进CT方面的补充作用，特别是在开放式、认知要求高的任务中，人工智能的作用是作为探索的催化剂，而不是作为内容提供者。因此，它提出了一个“人工智能触发，同行构建”的模型，以支持EAP教室的可持续CT发展，为中国高等教育的人工智能整合提供指导。

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引用次数: 0

“It's just a comment not really a question”: Meeting examiners' expectations during questioning interactions in PhD Vivas “这只是一个评论，而不是一个真正的问题”：在博士问答互动中满足考官的期望

IF 3.4 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-10-10 DOI: 10.1016/j.jeap.2025.101588

Gabriel Tetteh

The PhD viva is a research genre where questions feature as a prominent discursive tool for examiners to execute their roles and achieve various intended purposes. For PhD candidates to succeed in such high-stakes examinations, they need to meet the expectations of examiners communicated through questioning practices. Despite this, with very few exceptions, none of the studies on PhD vivas have focused on questioning interactions. Moreover, while the PhD viva remains heavily under researched, the few studies on the genre have usually examined linguistic features only. Consequently, working from a multi-perspective approach involving embodied interaction analysis, the current paper focuses on critical moments during questioning interactions in a small sample of two PhD vivas to highlight how participants employ embodied resources to successfully co-construct questioning interactions during PhD vivas as well as how questioning practices are (mis)understood by participants during the interaction. Videos of PhD vivas were analysed using Goodwin's (2018) co-operative action framework, and results were triangulated with findings obtained from participant interviews thematically analysed. Findings show that examiners communicate their expectations, through questioning, in ways that can be misleading and difficult for candidates to meet. Findings further underscore the relevance of embodied material objects and environment in questioning interactions in academic settings. Additionally, findings from the limited data highlight the possibility of disciplinary differences in the employment of embodied gestures by participants during questioning interactions. The paper, therefore, makes a significant contribution to EAP, with practical implications for PhD viva interactions and research on interactive genres in general.

博士问答是一种研究类型，其中问题是考官执行其角色并达到各种预期目的的重要话语工具。博士候选人要想在这种高风险的考试中取得成功，他们需要满足考官通过提问实践传达的期望。尽管如此，除了极少数例外，没有一项关于博士论文的研究关注于质疑互动。此外，尽管对“活博士”的研究还很深入，但对这种体裁的少数研究通常只考察了语言特征。因此，本研究采用包含具身互动分析的多角度研究方法，在两个博士访谈的小样本中，聚焦于提问互动中的关键时刻，以强调参与者如何利用具身资源在博士访谈中成功地共同构建提问互动，以及参与者在互动过程中如何（错误地）理解提问实践。使用Goodwin（2018）的合作行动框架对博士课程的视频进行了分析，并对结果进行了三角测量，并对参与者访谈的结果进行了主题分析。调查结果表明，考官通过提问来传达他们的期望，这种方式可能会误导考生，使他们难以达到预期。研究结果进一步强调了具体物质对象和环境在学术环境中质疑互动的相关性。此外，来自有限数据的发现强调了参与者在提问互动中使用具身手势的学科差异的可能性。因此，本文对EAP做出了重大贡献，对博士互动和一般互动类型的研究具有实际意义。

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引用次数: 0

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。

{"title":"Personal learning environment-supported group academic writing: Chinese postgraduates' experiences and evaluation","authors":"Xiaoshu Xu , Huanhuan Zhang , Vivian Ngan-Lin Lei , Lihua Qi , Yixin Pan","doi":"10.1016/j.jeap.2025.101569","DOIUrl":"10.1016/j.jeap.2025.101569","url":null,"abstract":"<div><div>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 <em>U</em> 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.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"78 ","pages":"Article 101569"},"PeriodicalIF":3.4,"publicationDate":"2025-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145268308","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

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