Journal of English for Academic Purposes最新文献_第7页

Prioritising authenticity in live lecture comprehension pre-sessional assessment task design 现场讲座理解课前评估任务设计中的真实性优先

IF 3.1 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-07-20 DOI: 10.1016/j.jeap.2025.101554

Stefan O'Grady, Aaron Rotsinger, Mark Carver

Where pre-sessional assessments determine student progression, authenticity is crucial to deliver construct validity and support high-stakes progress decisions. However, replicating the natural processes that occur in academic environments poses challenges relating to domain representation and test-taker engagement as well as meeting stakeholder needs such as benchmarking against commercial tests. The current study reports on a project devised to develop an authentic lecture assessment for a pre-sessional programme, informed by a university-wide needs analysis. In the study, 66 students completed a live lecture comprehension task, and data were analysed using classical test theory and many facet Rasch measurement. In addition, students completed a questionnaire which was analysed using stepwise linear regression. Analysis of the lecture transcript was completed to evaluate the suitability of the content for the target level. Results showed that speech rate and vocabulary were appropriate for the assessment objectives, student self-reported comprehension accounted for some test score variance, and the test was reliable. However, many facet Rasch measurement showed the test was only able to categorise test takers into two distinct levels, which was problematic as the pre-sessional needed to multiple levels for schools to make admissions decisions. Recommendations for balancing these challenges in assessment design are presented.

在课程前评估决定学生进步的地方，真实性对于提供结构有效性和支持高风险的进步决策至关重要。然而，复制在学术环境中发生的自然过程带来了与领域表示和考生参与以及满足利益相关者需求（如针对商业测试的基准测试）相关的挑战。目前的研究报告是关于一个项目，该项目是根据全校范围的需求分析，为会前方案制定一个真正的讲座评估。在研究中，66名学生完成了一项现场演讲理解任务，并使用经典测试理论和多面Rasch测量对数据进行了分析。此外，学生还完成了一份调查问卷，使用逐步线性回归进行分析。对讲稿的分析已完成，以评估内容对目标层次的适宜性。结果表明，语速和词汇量与评价目标相符，学生自述的理解程度对考试成绩有一定的影响，测试是可靠的。然而，Rasch在许多方面的测量显示，该测试只能将考生分为两个不同的水平，这是有问题的，因为学校需要通过多个水平的预习来做出录取决定。提出了在评估设计中平衡这些挑战的建议。

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引用次数: 0

Empowering learners to invest in imagined and EAP identities to claim as legitimate English users: A multiple-case study 授权学习者投资于想象和EAP身份，以声称自己是合法的英语用户：一个多案例研究

IF 3.1 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-07-11 DOI: 10.1016/j.jeap.2025.101546

Yue Zhang , Binyu Yang

While identity has garnered increasing attention from English for Academic Purposes (EAP) scholars, relatively little research has investigated how identity can serve as a critical lens for exploring the ways in which EAP learners navigate complex power dynamics and engage with the discursive norms of distinct academic disciplines and professions. Recognizing that EAP learners negotiate multiple, intersecting identities within EAP contexts, this action research adopts the model of second language (L2) investment to examine how university students invest in their EAP identities that are intertwined with their social, cultural, and imagined identities and claim legitimacy as English users within their respective imagined communities. Drawing on triangulated data sources—including teaching materials, techno-reflective narrative interviews, and learner artifacts—this article presents findings from a multiple-case study of two Chinese EAP students in the discipline of politics. The study investigates how these two cases were empowered to envision their roles within their own sociocultural communities, develop proposals, and present posters addressing key global issues, thereby positioning themselves as legitimate contributors to society. The findings illustrate how the participants developed two distinct agendas—primary education in Africa and gender equity in education in China—through which they simultaneously performed imagined government official identities, disciplinary, authorial, and discoursal EAP identities, as well as their social and cultural identities. The article concludes by discussing pedagogical implications for EAP practitioners and outlining directions for future research.

虽然身份已经引起了学术英语（EAP）学者越来越多的关注，但相对较少的研究调查了身份如何作为探索EAP学习者驾驭复杂权力动态和参与不同学科和专业话语规范的关键视角。认识到EAP学习者在EAP语境中协商多重交叉的身份，本行动研究采用第二语言（L2）投资模型来研究大学生如何投资他们的EAP身份，这些身份与他们的社会、文化和想象身份交织在一起，并在各自的想象社区中主张英语使用者的合法性。本文利用三角数据来源——包括教材、技术反射式叙事访谈和学习者工件——展示了对两名中国政治学科EAP学生的多案例研究结果。该研究调查了这两个案例如何被授权设想他们在自己的社会文化社区中的角色，制定建议，并提出解决关键全球问题的海报，从而将自己定位为社会的合法贡献者。研究结果说明了参与者如何发展出两个截然不同的议程——非洲的初等教育和中国的教育中的性别平等——通过这些议程，他们同时表现出想象中的政府官员身份、学科、作者和话语中的性别平等身份，以及他们的社会和文化身份。文章最后讨论了对EAP从业者的教学意义，并概述了未来研究的方向。

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引用次数: 0

Titles in archaeology research articles: a corpus-based comparison with other disciplines 考古学研究论文标题：基于语料库的与其他学科的比较

IF 3.1 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-07-07 DOI: 10.1016/j.jeap.2025.101545

David Finbar Brett

In comparison to other academic disciplines, the language of archaeology has received little attention from linguists. It is important to address this gap in our knowledge not only for its own sake, but also because archaeology today is a particularly heterogenous field, featuring contributions from disciplines across the soft and hard sciences. It is therefore of great interest to examine how the cooperation of experts from different traditions is reflected in the written discourse of its scholarly publications.

The characteristics of archaeology research article (RA) titles are analysed using a corpus of 845 samples from twelve journals. The design of the corpus allows its characteristics to be compared with data reported for six other fields in the soft and hard sciences. The archaeology RA titles are analysed and compared with these disciplines in terms of length, mood, syntax and structure. The sample data features a wealth of rhetorical devices and especially wordplay, at frequencies that are statistically significant when compared with other fields.

The findings suggest that in general Archaeology RA titles are similar to those of the soft sciences. However, RA titles in some archaeology journals with high hard science content show influence from the conventions of these disciplines.

与其他学科相比，考古学的语言很少受到语言学家的关注。解决我们知识上的这一差距非常重要，不仅是为了它本身，也是因为今天的考古学是一个特别异质的领域，以软科学和硬科学各学科的贡献为特色。因此，研究来自不同传统的专家的合作如何反映在其学术出版物的书面论述中是非常有趣的。利用12种期刊的845个样本语料库，分析了考古学研究论文标题的特征。语料库的设计允许将其特征与其他六个软科学和硬科学领域的数据报告进行比较。从篇幅、语气、句法、结构等方面对考古类RA标题与这些学科的RA标题进行了分析比较。样本数据具有丰富的修辞手段，特别是文字游戏，其频率与其他领域相比具有统计学意义。研究结果表明，一般来说，考古学RA的头衔与软科学的头衔相似。然而，在一些硬科学含量较高的考古期刊中，RA标题受到了这些学科惯例的影响。

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引用次数: 0

BALEAP News BALEAP新闻

IF 3.1 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-07-01 DOI: 10.1016/j.jeap.2025.101544

引用次数: 0

IF 3.1 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-06-28 DOI: 10.1016/j.jeap.2025.101543

Tanzeela Anbreen

引用次数: 0

Computer-mediated collaborative writing and individual scientific writing proficiency 计算机协同写作与个人科学写作能力

IF 3.1 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-06-25 DOI: 10.1016/j.jeap.2025.101542

Jamie Costley , Ksenia Adamovich , Galina Shulgina , Matthew Baldwin , Mik Fanguy

Collaborative writing is a common practice in EFL classrooms and widely considered a beneficial instructional approach. However, there is a lack of research investigating whether collaborative writing affects students' subsequent individual writing proficiency. The present study investigates the effects of online collaborative writing on the individual writing performance of postgraduate students (n = 591) enrolled in a scientific writing course at a large Korean university. Over 10 weeks, students worked in small groups (3–5) to collaboratively complete four sections of an academic manuscript, followed by related individual writing tasks. The results showed a significant positive correlation between the students' collaborative and individual writing performance on a given manuscript section. However, only students' group scores for the Results section demonstrated a positive relationship with students’ individual post-test scores, and no such results for other sections were found. Thus, the organisation of collaborative writing assignments within an academic writing course may prove beneficial for students, facilitating the production of manuscript sections of better quality on an individual basis. The study shows that group writing improves subsequent performance on similar writing tasks; however, the longer-term effects on differing pieces of writing may vary depending on activity type.

协作写作在英语课堂上很常见，被广泛认为是一种有益的教学方法。然而，关于合作写作是否会影响学生随后的个人写作水平的研究却很少。本研究调查了在线协作写作对韩国一所大型大学科学写作课程的研究生（n = 591）个人写作表现的影响。在10周的时间里，学生们分成3-5个小组，共同完成一篇学术论文的四个部分，然后是相关的个人写作任务。结果显示，在给定的稿件部分，学生的合作和个人写作表现之间存在显著的正相关。然而，只有结果部分的学生群体分数与学生个人测试后分数呈正相关，其他部分没有发现这样的结果。因此，在学术写作课程中组织合作写作作业可能对学生有益，促进了个人基础上更高质量的手稿部分的生产。研究表明，小组写作可以提高类似写作任务的后续表现；然而，对不同作品的长期影响可能因活动类型而异。

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引用次数: 0

Disciplinary variation of metadiscourse: A comparison of human-written and ChatGPT-generated English research article abstracts 元话语的学科变异：人工写作和chatgpt生成的英语研究论文摘要的比较

IF 3.1 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-06-25 DOI: 10.1016/j.jeap.2025.101540

Man Zhang , Jiawei Zhang

In order to identify more fundamental and subtler similarities and differences between human-written and ChatGPT-generated academic texts, and enhance the development and application of LLMs and understanding of human language, we use a self-built corpus and incorporate a bottom-up approach and statistical methods to compare metadiscourse variation across eight disciplines in human-written and ChatGPT-generated English research article abstracts. Results show that disciplinary variation of metadiscourse in human-written and ChatGPT-generated abstracts agrees in general but not in detail. Generally, in both types of abstracts, all disciplines use metadiscourse to fulfill three broad and eight specific discourse functions: Referring to text participants (Referring to writer, Referring to text), Describing text actions (Introducing, Arguing, Finding, Presenting), Describing text circumstances (Phoric marking, Code glossing), among which Referring to text participants and Introducing are prominent. Besides, disciplines in both types of abstracts exhibit the hard-soft discipline division in both frequencies and discourse functions, with metadiscourse markers and major discourse functions more prevalent in soft disciplines. Specifically, compared to disciplines of human-written abstracts, those of ChatGPT-generated abstracts differ more in frequencies but less in major discourse functions. The similarities and differences can be attributed to ChatGPT's working mechanism, training process, and limitation in accomplishing domain-specific tasks.

为了识别人类写作和chatgpt生成的学术文本之间更基本和更微妙的异同，并加强法学硕士的开发和应用以及对人类语言的理解，我们使用自建的语料库，结合自下而上的方法和统计方法，比较了人类写作和chatgpt生成的英语研究论文摘要中8个学科的元话语变化。结果表明，在人类撰写的摘要和chatgpt生成的摘要中，元话语的学科变化大体上一致，但在细节上不一致。一般来说，在这两种类型的摘要中，所有学科都使用元话语来完成三种广泛和八种具体的话语功能：提到文本参与者（提到作者，提到文本），描述文本动作（介绍，争论，发现，呈现），描述文本情况（照片标记，代码注释），其中提到文本参与者和介绍是突出的。此外，两类摘要的学科在频率和话语功能上都呈现出软硬学科的划分，软学科的元话语标记和主要话语功能更为普遍。具体来说，与人类撰写的摘要学科相比，chatgpt生成的摘要在频率上差异更大，但在主要话语功能上差异更小。其异同可归因于ChatGPT的工作机制、训练过程以及在完成特定领域任务方面的局限性。

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引用次数: 0

Intradisciplinary heterogeneity of academic writing: A diachronic probe into interactional metadiscourse in medical research articles 学术写作的学科内异质性：对医学研究论文中相互作用元话语的历时性探讨

IF 3.1 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-06-19 DOI: 10.1016/j.jeap.2025.101541

Chenchen Xu

While disciplinary variation of academic writing has been extensively documented, intradisciplinary investigations which promise to uncover rhetorical complexity within a discipline are relatively limited, especially from a diachronic perspective. This study examines intradisciplinary variation regarding interactional metadiscourse in medical research articles over the past 60 years. Based on a self-built corpus of 1530 research articles from 18 subdisciplines of medicine, this study revealed divergences between subdisciplines and the overall medical discipline in the use of interactional metadiscourse. Intradisciplinary variations were found in both the distribution of interactional metadiscourse across the 18 subdisciplines and the changes of these resources across the subdisciplines. The variations may be attributed to the nature of evidence, research methods, development stages, and realistic environments of subdisciplines. These findings offer diachronic evidence of intradisciplinary heterogeneity in academic writing and contribute to our understanding of changing writing practices and rhetorical complexity within a discipline.

虽然学术写作的学科差异已经被广泛记录，但学科内部的调查却相对有限，特别是从历时的角度来看，这些调查有望揭示学科内修辞的复杂性。本研究检视过去60年来医学研究文章中有关互动元语篇的学科内变异。本研究基于自建的医学18个分支学科1530篇研究论文的语料库，揭示了分支学科与整体医学学科在相互作用元话语使用方面的差异。交互元话语在18个子学科间的分布和这些资源在个子学科间的变化均存在学科内差异。这些差异可归因于证据的性质、研究方法、发展阶段和子学科的现实环境。这些发现为学术写作的跨学科异质性提供了历时性证据，并有助于我们理解学科内不断变化的写作实践和修辞复杂性。

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引用次数: 0

“Such comparison fails to …”: The neglected open-ended negatives in the literature review section of social science research articles “这样的比较未能……”：社会科学研究论文文献综述部分被忽视的开放式否定

IF 3.1 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-06-13 DOI: 10.1016/j.jeap.2025.101539

Chenchen Xu , Fang Xu

Despite increased focus on negation in academic writing, studies mainly center on closed-class negatives (e.g., not, no, never). Nevertheless, negation can also be manifested through an open-ended array of forms (e.g., fail, lack, insufficient), which are acknowledged in natural language research yet often overlooked in academic discourse analysis. This study examines the frequency and communicative functions of open-ended negatives in contrast to closed negatives within the literature review section of 180 English research articles across six social science disciplines. Given the practical complexity of identifying open-ended negatives, the study retrieved and analyzed negation instances through a combination of a large language model and manual inspection. It was found that open-ended negatives display a higher occurrence than closed negatives. In comparison to closed negatives, open-ended negatives are utilized more frequently in performing both informational and affective communicative functions and provide more alternatives for adjusting the force of propositions. These results suggest that the hitherto neglected open-ended negatives are crucial linguistic resources in academic writing, affording writers great flexibility in selecting expressions of negation and establishing positions with modulated force.

尽管越来越多的人关注学术写作中的否定，但研究主要集中在封闭课堂的否定（例如，not, no, never）。然而，否定也可以通过一系列开放式的形式表现出来（例如，fail, lack，不足），这些形式在自然语言研究中得到承认，但在学术话语分析中往往被忽视。本研究通过对6个社会科学学科的180篇英语研究论文的文献综述部分，对比开放式否定和封闭式否定的使用频率和交际功能。考虑到识别开放式否定的实际复杂性，该研究通过结合大型语言模型和人工检查来检索和分析否定实例。结果发现，开放式否定比封闭式否定的发生率高。与封闭否定相比，开放式否定在信息和情感交际功能上的使用频率更高，并为调整命题的力量提供了更多的选择。这些结果表明，迄今为止被忽视的开放式否定是学术写作中至关重要的语言资源，它为作者在选择否定表达和以调节力量建立立场方面提供了很大的灵活性。

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引用次数: 0

Exploring inclusive teaching practices of English for Academic Purposes (EAP) in Higher Education (HE): Recommendations for practice 探讨高等教育学术英语（EAP）的包容性教学实践：实践建议

IF 3.1 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of English for Academic Purposes

Pub Date : 2025-06-11 DOI: 10.1016/j.jeap.2025.101538

A. Bakogiannis , E. Papavasiliou

This study presents a context-sensitive, evidence-informed framework for inclusive English for Academic Purposes (EAP) in Higher Education (HE), developed through a rigorous, multi-method research design. In response to persistent gaps in how inclusivity is conceptualised and implemented in EAP settings, the study integrates data from a qualitative survey, co-production focus groups, and a systematic literature review using Best Fit Framework Synthesis. Findings reveal that meaningful inclusivity in EAP requires coordinated action across three systemic levels: micro (individual practices), meso (departmental structures), and macro (institutional policies). At the micro level, inclusive pedagogy is achieved through differentiated instruction, culturally responsive teaching, equitable assessment, and reflective practice. The meso level emphasises the importance of interdisciplinary collaboration, curriculum decolonisation, and staff development, while the macro level underscores the need for institutional commitment to equity, linguistic justice, and multilingual policy. The resulting framework is both practically applicable and adaptable, offering a strategic model for embedding inclusivity into EAP instruction and aligning it with broader social justice goals. By bridging theory and practice, the study contributes to the under-researched area of EAP inclusivity and repositions EAP not as a neutral support function, but as a transformative site for advancing equity and decolonial pedagogy in higher education. The findings offer concrete recommendations for educators, programme leads, and policymakers committed to creating equitable academic environments for linguistically and culturally diverse learners.p

本研究通过严格的、多方法的研究设计，为高等教育（HE）的包容性学术英语（EAP）提供了一个上下文敏感的、循证的框架。针对包容性在EAP环境中如何概念化和实施方面持续存在的差距，该研究整合了来自定性调查、合作制作焦点小组和使用最佳契合框架综合的系统文献综述的数据。研究结果表明，EAP中有意义的包容性需要在三个系统层面协调行动：微观（个人实践）、中观（部门结构）和宏观（制度政策）。在微观层面上，包容性教学法是通过差异化教学、文化响应式教学、公平评估和反思性实践来实现的。中观层面强调跨学科合作、课程非殖民化和员工发展的重要性，而宏观层面则强调机构对公平、语言公正和多语言政策的承诺的必要性。由此产生的框架具有实际适用性和适应性，为将包容性纳入EAP教学并使其与更广泛的社会正义目标保持一致提供了一个战略模型。通过将理论与实践相结合，本研究对EAP包容性这一研究不足的领域做出了贡献，并将EAP重新定位为促进高等教育公平性和非殖民化教学法的变革场所，而不是中立的支持功能。研究结果为致力于为不同语言和文化的学习者创造公平的学术环境的教育工作者、项目负责人和政策制定者提供了具体建议

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引用次数: 0